Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

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Made available in DSpace on 2014-06-11T19:23:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-15Bitstream added on 2014-06-13T20:30:23Z : No. of bitstreams: 1 silva_aca_me_arafcf.pdf: 520023 bytes, checksum: de8f2ac7eb8f2952c5c3f51c72debce7 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Estadual Paulista (UNESP) / Nas últimas décadas a transição nutricional vem ocorrendo em países desenvolvidos e em desenvolvimento, com uma prevalência maior de indivíduos sobrepesos e obesos. Devido à situação agravante do estado nutricional da população infantil brasileira, às doenças acarretadas pela má alimentação e sedentarismo, além da construção do hábito alimentar ser realizado nessa fase de desenvolvimento e este adotado para a vida adulta do indivíduo, podese notar a necessidade de educar essas crianças, em relação à nutrição. A creche é o local considerado apropriado para o ensino dessa população e, segundo as Diretrizes Curriculares Nacionais para Educação Infantil, a alimentação deveria estar inserida em todos os projetos político-pedagógicos, na área da Educação em Saúde, mas ainda existe um erro na concepção dos significados de cuidar e educar nessas instituições, principalmente entre a faixa etária de 0 a 3 anos. Contudo, o objetivo do presente trabalho foi identificar os conhecimentos e as práticas, relacionados à alimentação de crianças de 0 a 3 anos a fim de verificar a formação dos profissionais que trabalham com crianças dessa faixa etária, na área da Educação Nutricional. Para isso, o procedimento metodológico seguiu as orientações do estudo de caso, com abordagem qualitativa, que englobou a fase exploratória, a observação, a entrevista semiestruturada e a análise, visando a caracterização das participantes da pesquisa, do local onde foi realizado o estudo e das crianças da faixa etária estudada. Os saberes e práticas das agentes educacionais e professoras de Ensino Infantil do Centro de Educação e Recreação, em estudo, foram analisados por meio de questões abertas e fechadas e das observações dos tópicos relacionados à nutrição infantil, juntamente com os dados sobre a formação dessas profissionais... / In the last decades, nutritional transition has been occurring in developed and in-progress countries, focusing overweight and obese people. The necessity of providing children nutritional education/knowledge has increased due to the aggravating nutrition situation of the Brazilian infantile population, diseases caused by bad eating habits and lack of physical exercises, yonder the acquirement of eating habits that will be lifetime followed. Day care centers are the appropriate places for teaching this population, and according to National Curricular Guide for Infantile, nourishment should be inserted in all political-pedagogic projects in the Health Education field, but these institutions still misunderstand the meaning of caring and educating, specially among children from 0 to 3 years old. Yet, the aim of this current work was to identify the knowledge and practices that people have regarding 0 to 3 year-old children in order to add information to professionals who work with this age group children in the Nutrition Education field. Thus, the methodological procedure followed the guidance of the studied case using a qualitative approaching that comprised the exploiting stage, the examination, the semi-structured interview and the analysis aiming the characterization of the interview participants, the place where the study was carried out and the age group of the children studied. The educational agents and teachers of infantile education from the Recreation and Education Center studied were analyzed through questions, and examinations of topics related to infantile nutrition along with data about the degree of these professionals. It can be concluded that both educational agents and Infantile Education teachers have a significant knowledge about infantile nutrition. However their biggest concern was to supply the children’s nutritional necessities through a healthy meal... (Complete abstract click electronic access below)

Made available in DSpace on 2015-07-22T20:49:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-31 / O presente estudo seccional visa identificar e quantificar fatores de risco de anemia em 212 lactentes matriculados em duas creches públicas e três filantrópicas no município de São Paulo. Foram realizadas entrevistas com as mães, coleta de sangue por punção digital e antropometria. Considerou-se como anemia, hemoglobina inferior a 11g/dl. Foi ajustado um modelo de regressão logística para fatores de risco entre grupos de lactentes com e sem anemia. Os pacotes estatísticos utilizados foram o Epi Info 2000 e o Stata 8.0. A prevalência de anemia foi de 51,9%. O modelo logístico final foi composto por 4 variáveis alocadas por critério hierárquico: presença de 1 ou mais irmãos menores que 5 anos (OR=2,57/p=0,005); estar freqüentando creche de administração exclusivamente pública (OR=2,12/p=0,020); uso de aleitamento materno exclusivo inferior a 2 meses (OR=1,88/p=0,044) e idade inferior a 15 meses (OR=2,32/p=0,006). Concluiu-se que a alta prevalência de anemia encontrada evidencia a dificuldade do sistema de creches estudado para controlar e prevenir esta carência nutricional, portanto cabe ao planejador de saúde considerar os riscos de anemia identificados e quantificados quando da elaboração de programas de controle e prevenção. / The present cross-sectional study aims at identifying and quantifying risk factors for anemia in 212 infants enrolled in two public and three philanthropic day care centers in São Paulo city. Interviews with the mothers, collection of blood by digital punction and anthropometry were performed. When the hemoglobin was lower than 11g/dl it was considered anemia. A logistic regression model for risk factors between groups of infants with and without anemia was adjusted. Statistical softwares Epi Info 2000 and Stata 8.0 were used. The prevalence of anemia was 51.9%. The final logistic model comprised 4 variables assign by hierarchic standard: presence of one or more siblings under 5 years old (OR=2.57/p=0.005), to attend exclusively public managed day care centers (OR=2.12/p=0.020), exclusive maternal breast feeding for less than 2 months (OR=1.88/p=0.044), age under 15 months (OR=2.32/p=0.006). We concluded that the high prevalence of anemia found evidences the difficulty of the studied day care centers system regarding control and prevention of such nutritional failure, therefore it should be the health planner’s responsibility to consider the risks for anemia identified and quantified by the time the control and prevention programs are elaborated. / TEDE / BV UNIFESP: Teses e dissertações

This thesis examines socialization in the homes and crèches of a rural area in a time of change. Change which is controlled and initiated from outside the local context, creates a dilemma for socialization agents when it introduces a knowledge paradigm different from that operating locally. Rural South African communities frequently experience exogenous change. The introduction of rural preschools, locally known as crèches, provides one example of such change challenging local socialization agents. While rural residents may not operate within knowledge paradigms to deal effectively with such change, they are not necessarily defeated by it. They "grapple" with the uncertainty, developing ways of coping and containing the change. This forms the focus of this thesis. Vygotsky's concept of mediation and conceptualization of the individual/society relationship, informs the examination of "grappling" with change. Two central questions are addressed: In an unfamiliar situation, what is mediated and what resources are drawn on? The research was designed around the recognition of the process nature of research, the constructivism inherent in research and the significance of the social context. Two central mediators, the mother and the crèche teacher, and the broader social context of the home and the creche, were examined. Three levels of investigation were utilised. An analysis of mediation in dyads working on an unfamiliar task provided insight into the social/psychological dynamics. Interviews with residents highlighted socialization beliefs and practices and the social context. Analysis of verses and stories taught to children revealed the inherent ideology of socialization. The main findings of this study are that: Rural residents "grapple" with social change by drawing on their own resources; in "grappling" with the unfamiliar what is mediated is an adult/child interactional status based on the inherent ideology of socialization and the dominant resource drawn on is the "culture of orality". It is argued that in the situation of neither mastery nor defeat, rural residents have used intermediary strategies of coping and containing the effect of the preschool as an agent of exogenous, social change. Recommendations are made for integrating "socialized" and "learned" knowledge from the home and the crèche.

Orientador: Orly Zucatto Mantovani de Assis / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T10:28:19Z (GMT). No. of bitstreams: 1 Costa_DinaraPereiraLemosPaulinoda_M.pdf: 1500763 bytes, checksum: 6c09b6f55c647af0cd452485d3e621aa (MD5) Previous issue date: 2006 / Resumo: Este trabalho teve como objetivo verificar se, após participarem da formação continuada (PROFCEI), com duração de 10 meses, os educadores de creche modificariam a sua prática docente, de modo a favorecer o desenvolvimento das crianças de 0 a 4 anos. Participaram da amostra desta pesquisa três Instituições Assistenciais de Campinas que atendem crianças de 0 a 3 anos de idade. Este estudo foi desenvolvido por meio de uma pesquisa-ação com 26 educadores que atuavam direta ou indiretamente com as crianças. Fundamentado na teoria construtivista piagetiana, o referido programa propiciou um curso de formação de 120 horas de estudos, analisando e refletindo sobre como favorecer o desenvolvimento da criança nos aspectos físico, afetivo, cognitivo e social; os princípios da teoria construtivista; a união entre cuidados e educação; o papel do educador na creche e os procedimentos de uma educação ativa. Durante o desenvolvimento do curso, acontecia, paralelamente, uma supervisão direta do trabalho dos educadores, de 40 horas em cada instituição. Nessas supervisões, eram observados diversos aspectos, tais como: o espaço físico, a relação entre os educadores e as crianças, as atividades pedagógicas e a estruturação da rotina diária. Esta dissertação relata o conteúdo ministrado ao longo do curso, os exemplos observados nas instituições durante a supervisão pedagógica e as orientações realizadas, bem como análise das mudanças ocorridas. A análise quantitativa dos dados coletados indica que 96,15% dos educadores, que fizeram parte do programa apresentaram mudanças em sua maneira de julgar as situações problemas apresentadas no teste situacional e a análise qualitativa evidencia que houve modificações na prática educativa e na maneira de se relacionar com as crianças / Abstract: This work had as objective to verify if after participating in the continued formation course (PROFCEI), with a ten-month duration, day-care center educators would modify their teaching methods, in order to favor the development of the children between 0 the 4 years old. Three Assistential Institutions, that take care of children of 0 the 4 years old, of Campinas have participated of this research¿s sample. This study was made based on a research - action with 26 educators who worked direct or indirectly with the children. Based on the Piaget¿s Building Theory, the program was characterized by means of a 120 - hours formation course about how to favor the development of the children in the following aspects: physical, affective, cognitive and social; as well as, the principles of the building theory, the union between cares and education, the paper of the educator at the day - care center and the procedures for an active education. During the development of the course, a 40-hours per institution direct supervision of the work with the educators was made, during the supervisions several aspects were observed such as: the physical space, the pedagogical relation between educators and children, activities and the structural of the daily routine. This dissertation shows the content of this course, the examples observed in the institutions during the pedagogical supervision and the orientations that were carried through, analyzing the occurred changes. The quantitative analysis of the collected data indicates that the 96,15% educators, who had been part of the program had presented changes in their educational practice, and the qualitative analysis shown of the changes related with the children / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação

Orientador: Maria Evelyna Pompeu do Nascimento / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T05:41:40Z (GMT). No. of bitstreams: 1 Mello_DeboraTeixeirade_D.pdf: 5431354 bytes, checksum: 585a8d5eed3a6d2b1d945e85f10d7630 (MD5) Previous issue date: 2008 / Resumo: Com este estudo, buscamos investigar a constituição de uma política nacional no Brasil para a criança pequena, a partir da criação da instituição creche. O estudo abrange o final do século XIX ¿ do ano de 1899, com a criação do Instituto de Proteção à Infância (IPAI) no Rio de Janeiro ¿ até o início do século XX, quando ações do Estado são direcionadas na busca da preservação da infância brasileira, passando a ter uma legislação específica para esse fim. A propagação dos saberes científicos como a Puericultura, a Pediatria e a Pedagogia elegeu a criança como objeto de estudo e intervenção. Celebrar a infância passou a ser o ideal de uma nação civilizada, e a creche passa a ser difundida como instituição de preservação da pequena infância. Nesse contexto, analisa-se, em primeiro lugar, a campanha em favor da assistência à infância, que se converteu em pauta para os diversos atores sociais (médicos, juristas, filantropos, representantes da Igreja e políticos) reunidos em torno da mesma causa quando o crescente interesse pela criança colocou em debate a capacidade do Estado em responder efetivamente ao problema da infância; em segundo lugar, analisam-se os modelos assistenciais de natureza diversa implementados no país para responder à causa da infância; e, em terceiro lugar, analisam-se as políticas públicas direcionadas à pequena infância a partir da origem da instituição creche no Brasil, com ênfase no discurso médico-higienista e sua influência na consolidação dessas políticas / Abstract: With this study, we tried to investigate the formation of a national policy in Brazil for small child after the creation of the Day-Care-Center Institution. The study comprehends the end of the nineteenth century ¿ from 1899, with the creation of the Child Protection Institute (IPAI) in Rio de Janeiro ¿ to the beginning of the twentieth century, when State actions are aimed at the protection of Brazilian children, and start having a specific legislation for that. The propagation of scientific knowledge, such as the Child Development Studies, the Pediatrics and the Pedagogy, has selected the child as object of study and intervention. Celebrating the Children has become the target of a civilized nation, and the Day-Care-Center begins to be considered as the institution for the protection of the small children. In this context, we analyze first the campaign for the assistance to children, which became the subject for several social activists (doctors, jurists, philanthropists, Church representatives and politicians), gathered for the same cause when the increasing interest for the children has put into discussion the competence of the State in effectively dealing with the problem of children. Secondly, we analyze the different kinds of assistance used in the country to serve the children¿s cause. Finally, we analyzed the public policies aimed at the small children after the origin of the Day-Care-Center Institution in Brazil, emphasizing the sanitary-doctor discourse and its influence in the effectiveness of these policies / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Orientador: Elisabete Dória Bilac / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T18:35:09Z (GMT). No. of bitstreams: 1 Patricio_LucianoOliva_M.pdf: 1062511 bytes, checksum: 6a058400fedfe1a734a8dde1a5b9a0b2 (MD5) Previous issue date: 2012 / Resumo: Entre 1980 e 2010 o Brasil vivenciou um processo de rápido e intenso declínio das taxas de fecundidade. De uma média de 4,3 filhos por mulher no início do período, as taxas recuaram para próximo de 2,0 em 2000, e para bem abaixo disto no final da primeira década do século XXI. Nesta última década, a educação infantil, que na etapa de creche era praticamente inexistente, registrou crescimento expressivo, porém assimétrico, em todo o país. Não deixa de ser paradoxal que a etapa inicial do processo de educação só tenha se tornado importante quando a participação das crianças de 0 a 3 anos na população já se reduzira de forma significativa em todos os municípios do país. Este trabalho aborda este paradoxo, e busca conhecer as imbricações entre a queda da fecundidade e a expansão da educação infantil nos maiores municípios das regiões Sul e Sudeste do Brasil. A pergunta chave é "por que tivemos pouca creche quando tínhamos muitas crianças e só viemos a ter mais creches quanto já não temos tantas crianças?" Para tanto, analisam-se os dois processos à luz da literatura internacional e brasileira, e propõe-se um modelo explicativo baseado na combinação do esgotamento dos arranjos privados de cuidado infantil com o aumento da capacidade de financiamento das creches, proporcionado justamente pelo alívio da pressão demográfica sobre os orçamentos familiares e as redes de ensino / Abstract: From 1980 to 2010 Brazil experienced a steep decline in fertility rates. From an average of 4.3 children per woman at the beginning of the period, by the year 2000 the rate had dropped to nearly 2.0 and to well below this at the end of the 21st Century's first decade. During the last decade, early childhood education, until then nonexistent, registered impressive but skewed growth throughout the country. In what seems to be a paradox, early childhood education only became important when the proportion of children below 3 years of age with respect to the whole population had already dropped considerably in all of the country's municipalities. This paper addresses this paradox and endeavors to identify the mutual relationships between fertility rate decline and the growth of early child education in the largest cities of Brazil's South and Southeast regions. The key question is "Why did Brazil have a small number of early age schools while the infant/toddler population was large and why did the number of such establishments increase after the decline in the number of infants and toddlers?". To address this question, both trends were analyzed from the viewpoints of international and Brazilian literature and an explanation model is being proposed, based on both the exhaustion of the former private solutions in child care and the increase in the availability of monies to maintain early childhood education, which only became possible with the relief of the demographic pressure on family budgets and on education networks / Mestrado / Demografia / Mestre em Demografia

M.A. / The child and youth care system in South Africa was transformed on recommendations of the Inter-Ministerial Committee on the Transformation of the Child and Youth Care System in 1996. The South African Constitution, The Bill of Rights and the Children’s Act 38 of 2005 and its amendment Children’s Act 41 of 2007 ensure that the best interest of children is paramount in all services to children. Corporal punishment was abolished as a method of disciplining children because of its punitive nature and the negative effects it had on children. The motivation for this study arose from the need of the researcher to find out what has replaced corporal punishment, if anything, in the rights-based post corporal punishment era. The objectives for the study were: to explore what was perceived as challenging behavior by the children and child care workers, to establish what methods were used to manage what was perceived as challenging behavior, to explore what training was received by the child care workers to assist them in managing challenging behavior and to make recommendations on the findings. An exploratory, descriptive qualitative research design approach was found to be suitable for this qualitative study. Focus groups were conducted as a means of collecting data. Findings from the study indicated that not much had changed with regards to the methods used to discipline children in the institution post the corporal punishment era. From the study it could be deduced that there is still a lot to be done in terms of alternatives in managing challenging behaviour of children. The study makes recommendations that will involve all significant role players including children in managing challenging behaviour in places of care.

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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate