Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T23:24:28Z (GMT). No. of bitstreams: 1 Pires_MariaCristinadeCampos_M.pdf: 646807 bytes, checksum: 17b40f05ad962dc74b14f27df7f63620 (MD5) Previous issue date: 2006 / Resumo: Esta dissertação estudou as experiências sonoras das crianças pequenininhas, entre 0 e 3 anos de idade, que freqüentam uma creche pública do Município de São Paulo (Centro de Educação Infantil, CEI). Traz para reflexão e contextualiza a ausência da Arte na formação das profissionais de creche, mesmo sendo apontada pela LDB/96 como área de conhecimento em suas quatro linguagens ¿ música, dança, teatro e artes plásticas; analisa tal ausência na rede municipal de São Paulo nos últimos 25 anos, em decorrência de alterações na legislação que rege o magistério municipal e, também, de mudanças de administração, seguindo o percurso profissional da autora. Este estudo inova apresentando e discutindo uma bibliografia italiana em que os estudiosos da infância destacam a temática da música e a criança pequenininha. Analisa a construção da paisagem sonora durante as atividades do dia-a-dia no CEI, pleiteando o contato das crianças com diferentes formas musicais, que podem constituir fatores importantes para o refinamento da audição, a produção de culturas infantis e o reconhecimento do ambiente onde vivem / Abstract: This is a study of experiences with sounds by 0-to-3 year-old children who attend a public daycare centre [CEI] in the City of São Paulo, Brazil. It discusses the absence of art languages ¿ music, dance, theatre, visual arts ¿ in the training of early childhood educators, though it is foreseen by current educational legislation. Such absence in São Paulo early childhood educational system is analysed in the context of legislative and administrative changes in the last 25 years, following the author's professional career within this system. This study innovates by presenting and discussing recent Italian literature that deals with music and the very young child. It highlights the building of a soundscape during CEI daily activities, pleading for children's further contact with diverse musical forms, which may improve hearing refinement, the production of children's culture, and better recognition of their environment / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

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Background: Type 1 diabetes in young children is a heavy parental burden. As part of pilot phase of the KIDSAP01 study, we conducted a baseline assessment in parents to study the association between hypoglycemia fear, parental well-being and child behavior. Methods: All parents were invited to fill in baseline questionnaires: hypoglycemia fear survey (HFS), WHO-5, Epworth Sleepiness Scale and Strength and Difficulties Questionnaire (SDQ). Results: 24 children (median age: 5-year, range 1-7 years, 63% male, mean diabetes duration: 3 ± 1.7 years) participated. 23/24 parents filled out the questionnaires. We found a higher score for the hypoglycemia fear behavior 33.9 ± 5.6 compared to hypoglycemia worry 34.6 ± 12.2. Median WHO-5 score was 16 (8 - 22) with poor well-being in two parents. Median daytime sleepiness score was high in five parents (>10). For six children a high total behavioral difficulty score (>16) was reported. Pro social behavior score was lower than normal in six children (<6). Parental well-being was negatively associated with HFS total (r = - 0.50, p <.05) and subscale scores (r = - 0.44, p <.05 for HFS-Worry and HFS-Behavior), child behavior (r = - 0.45, p = .05) and positively with child age and diabetes duration (r = 0.58, p <.01, r = 0.6, p <.01). HFS, parental well-being nor daytime sleepiness are associated with the HbA1c. Conclusion: Regular screening of parental well-being, hypoglycemia fear and child behavior should be part of routine care to target early intervention.

This thesis explores alternative ways of staging music in preschool. The ‘preschool subject of music’ is approached as a social and cultural construct that is embedded in discursive negotiations. Participants in the study are 1-3 year-old children and their music pedagogues, working in the preschool on a daily basis. In three studies, the negotiation of a local music ‘didactic identity’ is examined by answering research questions related to three different discursive levels: (i) the micro-level of face-to-face interaction; (ii) the level of pedagogue’s conceptions; and (iii) the political/societal level. Study I examines the participants’ use of semiotic resources in their co-construction of musicking events. By means of micro-analyses of video-recordings it is shown that mobility in the room is essential for the children’s access to instruments and other artefacts, and for their possibility to influence music activities. Other crucial conditions concern the pedagogues’ responsive uptake and improvisatory approach, and that the activities are open to other forms of expression. Study II explores conceptions of the ‘child’ and conceptions of ‘music’ in four music pedagogues’ talk in a group interview. Different conceptions of the ‘child’ are seen to interrelate with certain ontological and functional conceptions of ‘music’ that involve diverse opportunities for children’s (bodily) agency. This analysis is made by means of discursive psychology. Study III examines the music practices from a political and philosophical perspective, using Hannah Arendt’s concept of the ‘public sphere’. This third perspective shows how this preschool’s music practices create a public sphere by seriously putting into practice equality and plurality as values and principles that increase the equality between children and adults. Age power structures are thereby challenged, and the children can be seen as citizens in the ‘here and now’, and not in some distant future when they are grown-ups. Also, the ‘preschool subject of music’ itself becomes a negotiated issue. Implications for preschool practice and preschool teacher education are discussed, and further research is suggested within other educational areas regarding how pedagogues’ interpretations of the concept of ‘children’s participation’ and ‘influence’ impact on specific preschool subjects, such as music. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: In press.</p>