Orientador: Ione Corrêa / Resumo: Introdução: A crescente introdução da mulher no mercado de trabalho levou crianças de até sete anos, a serem assistidas por creches. Entretanto, esses ambientes favorecem que crianças sejam acometidas por microrganismos com potencial infeccioso, em função da aglomeração e contato muito próximo, o que facilita a disseminação de microrganismos com potencial infeccioso a essas crianças, quando não estabelecidas medidas profiláticas. Objetivo: Avaliar aspectos relacionados à prevenção e controle da disseminação de microrganismos em creches. Método: Trata-se de uma revisão integrativa de literatura, que visa realizar síntese do conhecimento já produzido e permite a incorporação da aplicabilidade dos resultados dos estudos significativos na prática. Resultados: Os achados foram demonstrados e discutidos em cinco capítulos, dos quais os quatro primeiros correspondem à elaboração de artigos científicos, estando os mesmos de acordo com os padrões de formatação preconizados pelos periódicos selecionados e, o último corresponde à apresentação de um manual (e-book). Considerações finais: Esta revisão integrativa permitiu identificar os possíveis veículos disseminadores de microrganismos, fatores de risco, microrganismos e infecções mais recorrentes na assistência às crianças em creches, possibilitando elencar estratégias que visem prevenir e controlar os danos que poderão ser causados às crianças. / Abstract: Introduction: The increasing introduction of women into the labor market has led children up to seven years of age to be assisted by day-care centers. However, these environments favor that children be affected by microorganisms with infectious potential, due to the agglomeration and close contact, which facilitates the dissemination of microorganisms with infectious potential to these children, when not established prophylactic measures. Objective: To evaluate aspects related to prevention and control of dissemination of microorganisms in day care centers. Method: This is an integrative literature review, which aims to synthesize knowledge which has already been produced, and to lead to practical applicability of significant studies´ results. Results: The findings were demonstrated and discussed in five chapters, in a way that the first four approach the production of scientific articles, in accordance with the formatting standards recommended by each selected periodical; and the last corresponds to the presentation of a manual (e-book). Final considerations: This integrative review allowed the identification of possible disseminating vehicles for microorganisms, risk factors, microorganisms and more recurrent infections in the care of children in day care centers, making it possible to establish strategies to prevent and control the damages that may be caused to children. / Doutor

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Orientador: Maria do Carmo Monteiro Kobayashi / Banca: Fernando Donizete Alves / Banca: Cinthia Magda Fernandes Ariosi / Resumo: Esta pesquisa tem como questão principal discutir quais são as concepções das professoras que atuam na primeira etapa da Educação Infantil quanto à avaliação e quais instrumentos avaliativos utilizam. Para responder a essa indagação, o objetivo desta foi identificar e analisar as concepções de professoras de creche acerca do acompanhamento do desenvolvimento e avaliação das aprendizagens das crianças, bem como as formas de registro que utilizam. A metodologia foi construída através de uma pesquisa qualitativa, um estudo de caso realizado com professoras que atuam em creches de um município do interior do estado de São Paulo, os instrumentos para coleta de dados utilizados foram questionários e entrevistas. A pesquisa orientou a seleção e elaboração de fontes e de instrumentos para a coleta, análise e utilização dos dados para a elaboração de um produto, que auxiliará na reflexão sobre os instrumentos de acompanhamento e avaliação da prática educativa das turmas na primeira infância. / Abstract: This research has as main quest discuss which are the conceptions of the teachers that actin the first stage of childhood education regarding the evaluationand which evaluation instruments use. To ansewr this inquiry, the purpose of this was identify and analyze the conceptions of day care teachers about the monitoring the development and evaluation of children's learning, as well as the forms of registraton that they use. The methodology was build through a qualitative research, a study of cases accomplished with teachers that act in day care of the municipality in the interior of the state of São Paulo, the instruments for the data collect used questionnaires and interviews. The reaserch oriented the selection and elaboration of sources and instruments for the collection, analyze and use of data for the elaboration of a product, that Would help in the reflection on the instruments for monitoring and evaluating the educational practice of classes in early childhood. / Mestre

El presente trabajo reafirma nuestras ideas sobre los niños y su educación; nuevas tendencias en el sector nos hacen considerar que toca a "los padres de familia, las organizaciones particulares, autoridades locales y gobiernos nacionales a contribuir en la evolución de la educación desde el nacimiento del niño; será entonces que nos corresponde ir adaptando la educación, el perfeccionamiento de los métodos y técnicas pedagógicas en colaboración con los profesionales y especialistas que se dedican al cuidado del niño en su educación temprana. En base a ello, el presente trabajo evidencia el desarrollo e investigación para la implementación de un centro de estimulación temprana con opción a servicios de cuidado de menores en horario de 24 horas, incluyendo sábados, domingos y feriados. El proyecto está desarrollado de acuerdo con las necesidades encontradas en el mercado actual, la ubicación propuesta es el distrito de Santiago de Surco, debido al descubrimiento de una oportunidad, pues el 65% de padres de familia tienen hijos pequeños en casa y les preocupa su desarrollo, cuidado y seguridad. La ventaja competitiva que presenta “MI SEGUNDA CASITA” es el desarrollo de actividades de estimulación temprana con métodos de enseñanza especiales y adaptados a nuestra educación actual, además la seguridad que ofrece a través de sus herramientas online de vigilancia y monitoreo constante en las actividades de desarrollo de sus hijos. / The present work reaffirms our ideas about children and their education; new trends in the sector make us consider that it is up to "parents, private organizations, local authorities and national governments to contribute to the evolution of education since the birth of the child, it will then be our turn to adapt education, the improvement of pedagogical methods and techniques in collaboration with the professionals and specialists who dedicate themselves to the care of the child in their early education. Based on this, the present work evidences the development and research for the implementation of an early stimulation center with option to childcare services in 24 hours, including Saturdays, Sundays and holidays. The project is developed according to the needs found in the current market, the proposed location is the district of Santiago de Surco, due to the discovery of an opportunity, because 65% of parents have young children at home and are concerned about their development, care and safety. The competitive advantage presented by "MY SECOND HOUSE" is the development of early stimulation activities with special teaching methods adapted to our current education, in addition to the security it offers through its online monitoring tools and constant monitoring in the activities of development of their children. / Trabajo de investigación

The purpose of the study was to learn more about the ways in which caregivers perceive the effects of adult day services. The goal was to help inform adult day providers about services family caregivers find useful. An ecological model was used as a framework. Data were collected from focus groups consisting of spouse and nonspouse family caregivers of past and current participants in two different program models of adult day services: adult day care and adult day health services. There were few differences in the way caregivers of past and current participants perceived adult day services. One major difference was that some caregivers of past participants perceived that the programs had failed to provide support to them after their family member passed away. Although spouse and nonspouse caregivers used adult day services for different reasons, the main reason reported by both was to keep their family member active. The perceptions of caregivers using the adult day care model differed little from those of caregivers who used adult day health services. One difference was that some caregivers saw the staff at the adult day care center as role models who taught them how to care for and accept dependent family members. Talking to family caregivers about their experiences with adult day services can provide practitioners with valuable insights about the services and activities that family caregivers find useful and those they may need to assist them in their efforts to care for impaired family members. Adult day providers need to understand what effect services and activities have on caregivers and family members to enable them to create programs that benefit both. / Graduation date: 2001

Thesis (Ph. D.)--University of Chicago, 2001. / "A dissertation submitted to the faculty of the division of the social sciences in candidacy for the degree of Doctor of Philosophy, Department of History, by Deborah Ann Skok, Chicago, Illinois, August 2001." Includes bibliographical references (p. 470-486). Also available on the Internet.

No description available.

This exploratory study focused on identifying the stuctural indicators of high quality childcare that are associated with high levels of caregiver sensitivity. The participants in the study were 318 caregivers employed in 234 Canadian childcare centres. Caregivers were observed in their centres and their sensitivity was rated using the Caregiver Interaction Scale (Arnett, 1989). Structural indicators of quality were identified through a Centre Questionnaire and a Staff Questionnaire developed for the You Bet I Care! study (Goelman et al. 2000) sent to centres prior to the observations. Using a median split, the caregivers' scores were divided into high and low scores and the structural indicators of the two groups were compared. The results were analysed first considering the scores of all observed caregivers together and then as two separate groups: caregivers of infants and toddlers and caregivers of children aged 3 to 6 years. The analysis revealed that certain features of the centre and characteristics of the caregiver were associated with higher levels of caregiver sensitivity. The features of the centre that were associated with caregiver sensitivity included financial issues (eg. wages), staff development, centre administration, and characteristics of the children in the centre. Characteristics of the caregivers that were associated with sensitivity were caregiver attitudes and beliefs, caregiver feelings about their work, and level of education. The results of this study suggest that caregiver sensitivity which is related to positive developmental outcomes for children may be enhanced through the active support of the larger community.

Pastaraisiais metais Lietuvoje buvo galima stebėti ir itin spartų nevyriausybinių organizacijų vaikų ir jaunimo dienos centrų gausėjimą. Tokį reiškinį, mūsų nuomone, galėjo įtakoti faktas, jog daugumoje savivaldybių buvo pradėta vykdyti Nacionalinė nevyriausybinių organizacijų vaikų dienos centrų 2002-2004 programa, kurios tąsa- Nacionalinė vaikų dienos centrų 2005-2007 metų programa ir 2008-2012 metų programa. NVO vaikų ir jaunimo dienos centrai, jų veikla, steigimo ypatumai yra mažai nagrinėti Lietuvos autorių, sociologų, mokslininkų tarpe. Šiuo darbu buvo siekiama teoriškai ir empyriškai pagrįsti vaikų ir jaunimo dienos centro veiklos modelį Lietuvoje. Užsibrėžto tikslo atskleidimui buvo siekta: išanalizuoti NVO vaikų ir jaunimo dienos centrų steigimo ir veiklos vykdymo teisinį reguliavimą; apibrėžti NVO vaikų ir jaunimo dienos centrų susikūrimo prielaidas pasaulyje ir Lietuvoje; atlikti Lietuvos NVO vaikų ir jaunimo dienos centrų PEST ir SWOT analizes; apibrėžti galimą NVO vaikų ir jaunimo dienos centro veikos modelį. Tyrimas empyriškai parėmė NVO vaikų ir jaunimo dienos centrų teorinį modelį, kurį paruošė ir pristatė autorė. / Few resent years there could be observed rapid growth of non-govermental organzations child and youth daycare centers. In our opinion, such occurence can be influenced by the fact, that majority of local administrations started to execute National non-govermental organizations child and youth daycare centers Pastaraisiais metais Lietuvoje buvo galima stebėti itin spartų nevyriausybinių 2002-2004 program. This program has a continuation – National child daycare centers 2005-2007 year and 2008-2012 year programs. NGO child and youth daycare centers, their activieties and establishment specificity has never been deeply examined by Lithuanian authors, socialogists or scientists. This work is done to reach theoretical and epyrical validity for Lithuanian NGO child and youth daycare centers activities model. To acomplish this task we tried to achive: to examine NGO child and youth daycare centers establishment and activities legal regulations; to define NGO child and youth daycare centers establishment premises; to cary out NGO child and youth daycare centers PEST and SWOT analysis; to carry out NGO child and youth daycare centers directors and experts interview (to adapt expert evaluation method). The research empirically based theoretical model of NGO child and youth daycare centers, which was prepared and presented by the author.

The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25). / Department of Elementary Education