Orientador: Ana Lucia Goulart de Faria / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T00:47:54Z (GMT). No. of bitstreams: 1 Noal_MirianLange_D.pdf: 110659656 bytes, checksum: 64138ee0b9971ba6ebd6f9ee9d8bdce0 (MD5) Previous issue date: 2006 / Resumo: A proposta desta pesquisa é conhecer as crianças Guarani/Kaiowá inseridas no cotidiano da Aldeia Pirakuá, Bela Vista/MS, evidenciando suas especificidades étnicas, registrando e descrevendo como vivem suas infâncias no espaço histórico e coletivo da aldeia: como brincam, como são inseridas no mundo dos adultos, com quem e como se relacionam, o que verbalizam, o que fazem, o que não fazem. Pesquisei a partir de concepções que consideram as crianças como seres históricos, sociais, étnicos, culturais, políticos e, portanto, portadoras de trajetórias que precisam ser respeitadas pelos adultos e pelo processo educativo nos quais estão inseridas. Através da pesquisa etnográfica conduzi minhas estadas na aldeia para observações e registros fotográficos das crianças brincando, caminhando nas trilhas, nadando no rio, participando dos rituais e das festas de seu povo, estabelecendo relações com outras crianças e com os adultos. As crianças foram observadas nas proximidades de suas casas, no cotidiano da aldeia e em momentos de festas e comemorações. Os dados coletados subsidiam o registro e a discussão do que significa ser criança em uma aldeia indígena através de vinhetas narrativas. Em minhas experiências vividas na Aldeia Pirakuá observei que estava diante de crianças que, resguardadas todas as situações de pobreza e de perdas, impingidas por um processo colonizador massacrante, ainda possuem o direito de, sendo crianças, serem sujeitos de suas experiências, de seus aprendizados, de suas liberdades. As crianças, nessa dinâmica, são livres para experimentar suas possibilidades, para resolver situações-problema, para produzir cultura. Observei que estava diante de adultos que não perderam o jeito criança de ser: lúdicos, atentos, alegres, brincalhões. Possuem riso fácil, ouvem com atenção, observam muito, interagem constantemente entre si, com as crianças e com o meio. A presença de contradições e de elementos não habituais na cultura Guarani/Kaiowá são evidenciados e discutidos a partir do conceito de circularidade cultural. Dessa forma, as crianças, desde muito pequenas, têm a oportunidade de estabelecer relações com diferentes espaços e diferentes pessoas. Podem construir conhecimentos não fragmentados, diretamente relacionados com o modo de ser e de viver de sua comunidade, tornando-se aptas para a sobrevivência e para a vida de sua cultura. Esses domínios de conhecimentos se evidenciam no saber ser um Guarani/Kaiowá. Modo de ser que reflete o pensar e o fazer como unidade, assegurando às crianças a capacidade de permanecer longe da mãe e de fazer experiências, sem manifestar inseguranças ou choros. No entanto, como o processo permite que cada criança tenha o seu ritmo, elas vão se constituindo Guarani/Kaiowá dos seus jeitos, construindo as dimensões humanas mediadas pelo meio e por suas características pessoais. Nessa dinâmica, esta pesquisa pretende colaborar com a visibilidade do conhecimento Guarani/Kaiowá e suas possíveis contribuições para a formação das professoras de crianças de zero a dez anos. Pretende também, instigar o debate sobre a construção de uma pedagogia que dê conta da diversidade cultural das infâncias brasileiras, que permita a cada criança ser quem é e, ao mesmo tempo, que possa ser, a cada dia, diferente / Abstract: The proposal of this research is to know the Guarani/Kaiowá children within the daily life of the Pirakuá Village, Bela Vista/South Mato Grosso, bringing out their ethnic specificity, registering and describing how they spend their childhood in the historical and collective space of the village: how they play, how they are inserted within the adult world, with whom they relate, what they verbalize, what they do, what they do not do. The research was carried out from the standpoint of conceptions that consider the children as historical, social, ethnic, cultural, political beings and, thus, bearers of trajectories that need to be respected by the adults and by the educational process in which they are inserted. Through ethnographic research, visits to the village were used for observations and photographic registers of children playing, walking along the trails, swimming the the river, participating in rituals and festivals of their people, establishing relationships with other children and with adults. The children were observed in the surroundings of their houses, in the daily life of the village, in festive moments and in commemorations. The data collected underwrite the register and discussion of what it means to be a child in an indigenous village by the use of short narratives. Experiences lived out in the Pirakuá Village showed that one was before children who, taking into account all the situations of poverty and losses, under the constraints of a crushing colonizing process, still have the right to be children, of being subjects of their experiences, their learning, their liberties. The children, in this dynamic, are free to experiment their possibilities, to solve problem situations, to produce culture. It was observed that the adults had not lost their way of being children: playful, attentive, happy, fun-loving. They smile easily, listen with attention, observe carefully, interact constantly amongst themselves, with the children and with the environment.The presence of contradictions and elements which are non-habitual in the Guarani/Kaiowá culture are brought out and discussed from the standpoint of cultural circularity. In this way, the children, from a tender age, have the opportunity to establish relationships with different spaces and different people. They can construct non-fragmented knowledge, directly related to the way of being and living of their community, becoming apt for survival and for life in their culture. These dominions of knowledge are apparent in knowing how to be a Guarani/Kaiowá. A way of being that reflects thinking and doing as a unit, guaranteeing for the children the ability of remaining away from their mother and of carrying out experiences, without manifesting insecurity or tearfulness. However, as the process permits that each child has its own rhythm, they grow into being Guarani/Kaiowá in their own way, constructing human dimensions mediated by the environment and by their personal characteristics.Within this dynamic, this research intends to collaborate with the visibility of Guarani/Kaiowá knowledge and their possible contributions to the training of teachers for children from zero to ten years old. The intention also is to instigate the debate on the construction of a pedagogy which can handle the cultural diversity of Brazilian childhood, which permits each child to be who they are and at the same time, be different each day / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

The present study was designed to examine differences in the effect of the number of children in the household (also known as “parity”) on the relationship between initiating joint attention (IJA) and language development. We reasoned that infants who are only children (i.e., in uniparous homes), relative to infants who have one or more siblings (i.e., in multiparous homes), would have more opportunity to engage in IJA, and would, therefore, acquire a larger number of object labels. We tested the hypotheses that: 1) there would be a positive correlation between the number of IJA bids and language overall, and 2) parity would moderate the IJA-language relationship such that in uniparous households, the aforementioned correlation would be stronger than in multiparous homes. Joint attention was measured using the Early Social Communication Scales (ESCS) Picture Book Task, and language was assessed through parental report on the MacArthur-Bates Communicative Development Inventory (MBCDI). There was no significant correlation between IJA and language on the whole, though there was a significant correlation for infants in uniparous homes between IJA and language. This finding partially supports Hypothesis 2 in terms of the IJA-language relationship being stronger in uniparous homes rather than multiparous ones, though it was only true for productive vocabulary. These null findings may provide reassurance for families with multiple children that their younger children are not at an IJA/language acquisition disadvantage.

The purpose of this study was to investigate the relationship between early eye tracking and later non-suicidal self-injury, and whether this relationship was negatively impacted by distress and impulsivity, and conversely alleviated by emotional regulation and problem solving abilities. Briggs-Gowan et al. (2001) found that young children with recurrent and comorbid externalizing and internalizing problems have the most impairment; they exhibit greater difficulty with emotional stability, and require greater utilization of mental health services. Little research has focused on the relationship between eye tracking in early infancy and suicidal self-injurious (NSSI) behavior in early childhood. Multiple regression analysis was used to determine if eye-tracking in early infancy and later self-injurious behavior is mediated by impulsivity, distress, problem solving, and emotion regulation; for which child’s gender and income-to- needs as the control variables. Data from the National Institute of Child Health and Development (NICHD) Study of Early Child Care and Youth Development (SECCYD). When examining the mediating influence of early eye tracking at 15 months in the relationship between self-injurious behavior at 15 years of age, distress at 54 months, impulsivity at 54 months, emotion regulation in the 5th grade, and problem solving in the 6th grade, it was found that these variables did not have a significant mediating effect. Although the hypothesized path model was the most parsimonious, the results suggested that impulsivity acts as a mediator in the relationship between SES and problem solving. As such, impulsivity may be directly associated with the functions of problem solving. The significance of this study is that it adds to the research that emphasizes the importance of understanding early markers (e.g., eye tracking in early infancy) for social outcomes and should be utilized by educators, parents, and early intervention programs to ensure social success for children. However, the results in this study should not be considered for the use of policymaking, given the limitations presented.

Early mother-infant interactions are influenced by the eco-cultural context within which they take place and impact the infant´s development of socio-emotional competences. The genetically open programs of the attachment system enable a child within the limits of the system to adapt to varying eco-cultural contexts. This study focuses on the cultural aspects of attachment among the Cameroonian Nso, a prototypical interdependent cultural group very distinct from Western cultures. 32 Nso families with one-year old infants were visited twice by a German / Cameroonian female stranger respectively, who greeted family, mother and child and interacted with the child for five minutes. The visiting scenes were videotaped and the child s reactions were coded with respect to emotional reaction, closeness with mother, signs of avoidance or approach towards the stranger. Additionally, the mothers were interviewed on attachment topics. Results for the greeting scenes show three distinct reaction patterns, independent of whether the stranger was a German or Cameroonian woman. Children reacted predominantly fearful, curious or unemotional. Results are discussed by drawing on information gathered through the interviews which suggest that calm, non-distressed children are highly valued in the Nso ethnicity and that mothers deliberately use frightening behavior as a means of education. From a western point of view, maternal frightening behavior is considered to be responsible for the development of disorganization; The results suggest that within the cultural context of the Nso, however, typical reactions traditionally associated with disorganization like freezing and impassiveness need to be (re-)interpreted according to the eco-cultural context.

Habitat fragmentation, and the resulting increase in edge habitat, has important effects on birds, including the increased probability of nest predation, changes in habitat structure, and the increased presence of non-native plant species. It is critical to understand the effects of fragmentation at all stages of the avian life cycle, including the often overlooked postfledging period. Because much of juvenile mortality occurs during the immediate postfledging period, and juvenile mortality contributes substantially to population dynamics, it is necessary to understand if fledgling survival is reduced in edge habitats and if fledglings' survival is influenced by their habitat use. During 2008 and 2009 I radio-tracked 52 fledgling Spotted Towhees (Pipilo maculatus) during the 30-day postfledging period in a 24-ha urban park near Portland, Oregon. Thirty-six fledglings (69%) survived the 27-day tracking period (an estimated 62.1% survived the entire 30-day postfledging period). At least 9 of 16 predation events were attributable to domestic cats (Felis domesticus) or Western Screech-owls (Megascops kennicottii). Although fledglings were more likely to be found near edges than the park interior, fledglings located closer to park edges had a higher probability of dying. However, I found that towhee nests were more likely to be found near edges, nests near edges produced more fledglings, and nestlings near edges were heavier. I used a STELLA-based stochastic model of nest success and fledgling survival to show that the benefits initially gained by nesting near edges were reversed during the postfledging period. The number of fledglings per nest that survived to the end of the 30-day postfledging period was significantly lower near edges than in the park interior. This apparent preference for nesting near edges, paired with higher fledgling mortality near edges, is consistent with the idea that edges are ecological traps. Fledgling habitat was significantly more structurally dense and had a greater abundance of non-native plant species, particularly Himalayan Blackberry (Rubus armeniacus), than nest habitat. Towhees avoided English Ivy (Hedera helix) for both nesting and care of fledglings. However, fledgling survival was not related to vegetation characteristics, which suggests that increased fledgling mortality near edges was a direct result of increased predator abundance or predation near edges, and was not an artifact of changes in habitat near edges. My results help to establish that fledgling survival and the unique habitat requirements of fledglings should be considered along with nest success and nest habitat when examining the effects of habitat fragmentation on bird populations. More broadly, this study has important implications for conservation, as it exemplifies how phenomena such as ecological traps created by anthropogenic changes in the environment can be overlooked if only one life history stage is studied.

Babies and toddlers are known to help others in the second year of life, by doing simple things like picking up dropped toys. However, researchers now believe helping develops earlier, in the first year of life. After reviewing what is known about early helping, my thesis examined how babies begin to help others by first helping their mothers (Study 1), and, for the first time, babies' requests for help from others, and how their requests are related to their other helping experiences (Study 2). The two studies presented here look at how babies interact with their caregivers, naturalistically and in structured game-like activities, from the time that they are five months old until they are ten months old. Study 1 used video-chat with 40 babies and their mothers to see the connection between how mothers and their babies completed activities together naturalistically, and how babies performed in simple helping games, as well as how babies' helping in these activities changed over time. This study found that mothers used gestures and phrases with their babies that were like the ones used by researchers in experiments, that younger babies were more likely to help their moms in cooperation type activities than in problem solving type activities, and that babies were more likely to help in problem solving type activities when they were older. Study 2 looked at 34 different pairs of babies and mothers to identify how babies and their caregivers ask for help from each other. This study found that babies ask for help from their mothers and use similar types of communication as their mothers. This research gave information to help us understand babies' helping and how it develops through both mother-child interactions and babies' own actions. This research is new and gives exciting new information to other researchers that are interested in learning about how babies help others and how they ask for help from a very young age.

Diet quality during early childhood is a strong predictor of mental and physical outcomes, as well as future diet quality. Although many factors determine diet quality during childhood, food insecurity is a significant predictor of lower diet quality. On the other hand, participation in nutrition assistant programs, such as the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) is a significant predictor of higher diet quality. In addition, specific feeding practices, including timing of complementary food and beverage (CFB) introduction, types of CFB introduced early, and diversity of dietary exposures (DD), in the first year may predict future diet quality, and all of these feeding practices may be affected by both food insecurity and WIC participation. A limited number of studies have explored associations between food insecurity, WIC participation, and early-life feeding practices with a focus on initiation of the complementary feeding and diversity of dietary exposures in the first year of life. The present study is a secondary analysis of the WIC Infant and Toddler Feeding Practices Study 2 (WIC ITFPS 2) aimed at exploring associations between food insecurity, WIC participation, timing of CFB introduction, types of CFB introduced early, DD by 13 months, and diet quality at 2 years. The WIC ITFPS is a longitudinal, nationally representative study of mothers and children under 6 years old which examined feeding practices, associations between WIC services and feeding practices, and the health status of children participating in WIC. Data was collected via phone interviews and questionnaires. Logistic regression analysis was used to assess whether the presence of food insecurity predicted timing of CFB introduction and types of CFB introduced early. Multivariate linear regression analysis was used to assess whether the diversity of dietary exposures (DD) score at age 13 months and diet quality at 2 years was predicted by the combination of food insecurity, timing of CFB introduction, and WIC participation. The results showed that food insecurity was not significantly associated with timing of CFB introduction or types of CFB introduced before 4 months of age. Food insecurity was not a significant predictor of DD score at 13 months, but significant interactions between food insecurity and WIC participation were noted. Among families participating in WIC, infants in families with low or very low food security had significantly higher DD scores compared to families with high or marginal food security. Food insecurity was not associated with diet quality at 24 months, but higher diet quality scores were predicted by the combination of later introduction of CFB (after 4 months), higher DD scores at 13 months, and WIC participation at 24 months. The findings of this study point to the benefits of supporting parents in participating in WIC, introducing CFB on-time, and maximizing diversity of dietary exposures during infancy. Future research should aim to verify causality, include longitudinal studies, focus on exploring WIC recruitment and retention, and continue to add the limited research on the preceding relationships between the above mentioned factors, specifically during the first two years of life.

Thesis (MA)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: In all communities parents want to pass on strategies that will promote the survival of their children and foster their cultural competence. The ‘component model of parenting’, formulated by Keller (2000; 2007), captures universal propensities of parenting as well as cultural differences. The model hypothesizes that parenting styles are composed of different parenting systems, namely primary care, body contact, body stimulation, object stimulation, face-to-face interaction, and vocal stimulation. The proximal parenting style emphasizes primary care, body contact, and body stimulation, while the distal style of parenting focuses on verbal exchanges, object stimulation, and face-to-face interaction within the context of exclusive attention. According to Keller (2007), the dominance of certain systems over others can vary across cultural communities. This study aims to examine the cross-cultural conceptions of different adaptive and non-adaptive attachment qualities in three month old infants and their caregivers. This study explores whether culture-specific norms affect the development of different attachment qualities. It focuses on describing indigenous conceptions about parenting practices, socialization strategies, and caregiver beliefs. The study was conducted in the Western Cape region of South Africa. Participants included 25 mothers living in the greater Stellenbosch area and 29 mothers living in Khayelitsha. The measures included a socio-demographic questionnaire, spot observation videos, a picture card interview, and a socialization goals questionnaire. Data were coded according to coding schemes developed by Otto (2008). Data were analysed using descriptive statistics, t-tests, Mann-Whitney tests, and ANOVAs. The results indicated the Khayelitsha sample favoured a multiple caregiving arrangement, the proximal parenting style, and emphasized the importance of relational socialization goals. The greater Stellenbosch sample favoured an exclusive caregiving arrangement and emphasized the importance of autonomous socialization goals. Contrary to our expectations the greater Stellenbosch sample also favoured the proximal parenting style. The data demonstrates that cultural differences influence parenting practices and strategies. The data reported in this study challenge attachment theory’s universalism and provide an exploratory analysis of the different cultural conceptions regarding adaptive and non-adaptive attachment qualities. Further research using the same methodology needs to be conducted in South Africa. / AFRIKAANSE OPSOMMING: In alle gemeenskappe wil ouers strategieë oordra wat die oorlewing van hulle kinders bevorder en hulle kulturele bevoegdheid koester. Die ‘component model of parenting’, wat universele neigings en kulturele verkille in ouerskap inkorporeer, is geformuleer deur Keller (2000; 2007). Die model se hipotese stel voor dat ouerskap style uit verskillende ouerskap sisteme bestaan, naamlik primêre sorg, liggaamlike kontak, liggaamlike stimulasie, voorwerp stimulasie, een-tot-een interaksie, asook verbale stimulasie. Die proksimale ouerskap styl benadruk primêre sorg, liggaamlike kontak, en liggaamlike stimulasie. Daarteenoor fokus die distale ouerskap styl op verbale interaksie, voorwerp stimulasie, en een-tot-een interaksie binne die perke van ekslusiewe aandag. Volgens Keller (2007), kan die dominansie van sekere style bo ander verskil regoor kulturele gemeenskappe. Die studie poog om die onderskye multikulterele beskouinge rondom verbondenheids aanpassings, of gebrek daaraan, by drie maande oue kinders en hul versorgers te ondersoek. Die studie ondersoek of kultuur-spesifieke norme die ontwikkeling van verskillende verbondenheids kwaliteite affekteer. Dit fokus op die bekrywing van inheemse beskouinge omtrent ouerskap, sosialiserings strategieë, en die versorger se oortuigings. Die steekproef ws gebaseer in die Wes-Kaap van Suid-Afrika. Die steekproef het bestaan uit 25 moeders wat in die groter Stellenbosch area woon en 29 moeders wat in Khayelitsha woon. Die maatstawwe het ‘n sosio-demografiese vraelys, 20 op die plek observasie videos, ‘n onderhoud met prentjie kaarte, en ‘n sosialiserings doel vraelys ingesluit. Die data was gekodeer volgense koderings skemas wat deur Otto (2008) ontwikkel was. Die data was toe geanaliseer met beskrywende statistiek, t-toetse, Mann-Whitney toetse, en ANOVAs. Die resultate toon dat die Khayelitsha steekproef ‘n verskeie versorging benadering en die proksimale ouerskap styl verkies het. Hulle het die belangrikheid van verwante sosialiserings doelwitte benadruk. Die groter Stellenbosch steekproef het ‘n eksklusiewe versorgings benadering verkies en het die belangrikheid van autonome sosialiserings doelwitte benadruk. Teen verwagtinge het hulle ook die proksimale ouerskap styl verkies. Die data dui aan dat kulturele verskille beïnvloed ouerskap praktyke en strategieë. Die data wat in hierdie studie gerapporteer is, bevraagteken gehegtheidsteorie se universalisme en verskaf ‘n verkennende analise van die verskillende kulturele opvattings oor aanpasbare en nie-aanpasbare gehegtheids eienskappe. Verdere navorsing volgens dieselfde metodes moet nog in Suid Afrika gedoen word.

Neuropsychological developmental screening (NES) is a German tool (published in 2005) for assessing eight fields of development of children aged 3 to 24 months. It is designed for pediatritians, early intervention specialists and psychologists. This thesis builds on A. Klapetek's thesis and aims to verify and check accurancy of Czech translation of the tool by administring the test to a group of Czech children. A. Klapetek conducted a pilot study of the tool. 50 children (10 for every age group) were administred the translation which was being refined during the field research. She also planned further steps to applying NES. Literature review of the thesis deals with developmental characteristics of infants and toddlers. Psychological assessment of young children and its uses and risks are described. The thesis also persues developmental scales, their history and present state. Theoretical concept of the Neuropsychological developmental screening (NES) is introduced. During the field research a group of 50 children was assessed by Czech translation of the tool, and the same group was tested by Developmental screening (Kovařík). Results of the testing were used to discuss existing norms of the tool, to identify problematic exercises (both too difficult and too easy) and to statistically analyse...

Title: The Pikler Early Childhood Education Author: Dana Noack Department: Katedra psychologie, FF UK Supervisor: Prof. PhDr. Lenka Šulová, CSc. Abstract: The intention of this study was to explore how the parents who are familiar with the Piklerian principles use these in upbringing their children in the family in the period of early childhood. The theoretical part describes the process of socialization (with the emphasis on the preconditions for the early interaction both on the child's and the parent's side) as well as the topic of upbringing in the family (basic models and the relation of upbringing to the socio-cultural and the historical context) and the most important aspects of the child development in the first three years. The last chapter of the theoretical part introduces the Hungarian pediatrician Emmi Pikler, the basic pediatrist Emmi Pikler, the basic premises of her approach and it's principles related to the issue of the motor development, care and play. The empirical part presents the results of the qualitative content analysis of data gathered by a questionnaire. These data provide us with a basic picture of how the concrete parents use the Piklerian principles in upbringing their children.