Master thesis: Support to children and their families who do not attend kindergartens and pre-school classes. Author: Salomeja Trakseliene Aim: Analyse what educational support is provided to families who raise children who do not attend educational institutions The master thesis consists of two parts: theoretical and empirical. The literature of Lithuanian and foreign authors is analysed in the theoretical part as well as judicial questions are discussed which give idea as about special support to these children. Economic and social position of such families is explored. The results of the research are presented in the empirical part. Furthermore, the results are analysed and the conclusions are made. Families who have children with special needs and do not attend educational institutions are of similar social and economic position. A lot of parents have no occupation and are not willing their children to be educated. There are good conditions for children having special needs in Lithuania and abroad. Pedagogical and psychological centres are establised in all towns. It is useful that children with special needs receive the help as soon as possible. The laws of Educational and Sciense ministry commit that such children should receive pedagogical , psychological, social and medical help. Plenty of parents who took part in the survey declared that it is very difficult to get the necessary help. This factor is influenced by parents’ economic situation. However, they stated... [to full text]

Darbo tikslas – patikrinti ar egzistuoja įkalinimo įstaigoje bausmę atliekančių asmenų emocinės būsenos bei stresogeninių įvykių įveikos strategijų sąsajos adaptaciniu periodu. Tyrime dalyvavo 200 nuteistų pilnamečių vyrų, laisvės atėmimo bausmę atliekančių Pravieniškių 1- uose pataisos namuose. Tiriamiesiems 1-ąją atvykimo į pataisos namus dieną ir praėjus adaptacijos laikotarpiui (po trijų mėnesių) buvo išdalinami klausimynai, kuriuos sudarė šios metodikos: nerimo skalė iš HAD (Hospital Anxiety and Depression) metodikos; COPE – įveikos strategijų klausimynas; BEKO (Beck Depression Inventory) testas, skirtas įvertinti nuotaikos pokyčius; psichologinei įtampai įvertinti skirta metodika (Oprosnik travmatičeskovo stresa dlia diagnostiki psichologičeskix posledctvi); tarpasmeniniui bendravimui įvertinti skirta metodika. Siekiant įvertinti nuteistųjų emocinę būklę bei stresogeninių įvykių įveikos strategijų sąsajas tik atvykus į pataisos namus ir pasibaigus adaptacijai, tie patys asmenys buvo tiriami du kartus. Tyrimo rezultatai parodė, kad egzistuoja emocinės būsenos bei stresogeninių įvykių įveikos strategijų sąsajos adaptaciniu periodu: tik atvykus į įkalinimo įstaigą ir adaptacijai pasibaigus, nuteistieji naudoja visas galimas įveikos strategijas, t.y. tiek į problemą nukreiptą įveikimą, tiek į emocijas nukreiptą įveikimą, tiek mažiau adaptyvaus įveikimo strategijas. Pažymėtina, kad adaptacijai pasibaigus, įveikos strategijos naudojamos rečiau nei tik atvykus į įkalinimo... [toliau žr. visą tekstą] / The purpose of work is to check, whether there are links between the emotional states and strategies to cope with the stressogenic events of the persons, who are serving sentence in prisons, during the adaptation period. 200 sentenced adult men were participating in the research. They serve their sentence in the 1st Penitentiary of Pravieniskes. The questionnaires were distributed to the convicts on the first day of their arrival to the penitentiary and again after the adaptation period (after three months). The questionnaires were made from the following methodologies: scale of anxiety from HAD (Hospital Anxiety and Depression) methodology; COPE – questionnaire of coping strategies; BEKO (Beck Depression Inventory) test meant to evaluate the changes in mood; methodology of traumatic stress (Oprosnik travmatičeskovo stresa dlia diagnostiki psichologičeskix posledctvi); and the methodology meant to evaluate the interpersonal communication. The same persons were analyzed twice in order to evaluate the links between the emotional states and strategies to cope with the stressogenic events of the convicts on the arrival date to the penitentiary and after the adaptation period. According to the research results, there are the links between the emotional states and strategies to cope with the stressogenic events during the adaptation period: on the arrival and after the adaptation period the convicts use all the possible coping strategies, i.e. problem-orientated coping... [to full text]

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2019-03-18T19:18:37Z No. of bitstreams: 1 Tatiane Peres Alves Negrão.pdf: 3747474 bytes, checksum: 3956707f7b2ba4dfdb98f424484e7439 (MD5) / Made available in DSpace on 2019-03-18T19:18:37Z (GMT). No. of bitstreams: 1 Tatiane Peres Alves Negrão.pdf: 3747474 bytes, checksum: 3956707f7b2ba4dfdb98f424484e7439 (MD5) Previous issue date: 2018-12-13 / The focus of this research is the period of adaptation and the use of transitional objects in this process. Its main objective is to analyze how the period of adaptation of infants and very small children and the usage of transitional objects during the phase of insertion of the child in the Children’s Education Center (CEI). We have listed specific objectives: to verify how the adaptation period in the CEI occurs; to observe if the nursery teachers allow the use of transitional objects; to identify the objects that infants and toddlers use; to verify possible behavior changes and reactions of those who use these objects. The universe of this research is the Children’s Education Center, located in the eastern part of the city of São Paulo. The methodology used is qualitative of the intervention type based on action research, and the instruments of data collection are: observation and recording, semi-structure interview and conversation round with four teachers working in two nursery classes. The research is based on authors of Psychoanalysis and Critical Pedagogy. The results show that the teachers made it possible for the children to use the transitional objects during the adaptation period; however, at meal times, two teachers made interventions regarding the use of pacifiers and pans because the children did not accept the meals offered and they were still crying. Sometimes, faced with the constant crying of the children, the teachers negotiated with them, collecting the transitional object, informing the child that it would be returned only when the crying ceased. Babies and very small children who used transitional objects fell asleep before other children, calmed down faster and more easily adapted to the CEI routine, demonstrating safety and comfort. These results lead us to think how much it is necessary to discuss this theme in the courses of initial and continuing teacher training, so that when entering the teaching career, teachers can understand and become more aware of the children’s needs, understanding the importance of objects especially during the period of adaptation in the CEI. / El foco de esta investigación es el período de adaptación y el uso de los objetos transicionales en ese proceso. Su objetivo general es analizar cómo ocurre el período de adaptación de los bebés y niños muy pequeños y el uso de los objetos transicionales durante la fase de inserción del niño en un Centro de Educación Infantil (CEI). Elencamos como objetivos específicos: verificar cómo ocurre el período de adaptación en el CEI; observar si las profesoras de educación infantil permiten el uso de los objetos transicionales; identificar los objetos que los bebés y los niños pequeños hacen uso; constatar posibles cambios de comportamiento y reacciones de aquellos que utilicen esos objetos. El universo de esa pesquisa es un Centro de Educación Infantil, ubicado en la zona este de la ciudad de São Paulo. La metodología utilizada es de cuño cualitativo del tipo intervención pautada en la investigación-acción, y los instrumentos de recolección de datos son: observación y registro, en el ámbito de la investigación, entrevista semiestructurada y rueda de conversación con cuatro profesoras que trabajan en dos clases de cuarto de niños. La investigación está fundamentada en autores del Psicoanálisis y de la Pedagogía crítica. Los resultados demuestran que las profesoras posibilitaron que los niños hicieran uso de los objetos transicionales mientras el período de adaptación, sin embargo, en los horarios de las comidas, dos docentes hacían intervenciones cuanto al uso de los chupetes y de los pañitos, pues los niños no aceptaban las comidas ofrecidas y permanecían llorando. Algunas veces, ante el llanto constante de los niños, las docentes negociaban con ellas, recogiendo el objeto transicional, informando al niño que el mismo sería devuelto solamente cuando el llanto cesara. Los bebés y niños pequeños que hicieron uso de los objetos transicionales se durmieron antes de los demás niños, se calmaron más rápido y se adaptaron con más facilidad a la rutina del CEI, demostrando seguridad y confortabilidad. Estos resultados nos llevan a pensar qué es necesario discutir esta temática en los cursos de formación inicial y continuada de profesores, para que al ingresar en la carrera del magisterio, los docentes puedan comprender y sensibilizarse a las necesidades de los niños, entendiendo la importancia de los objetos transicionales, sobre todo mientras el período de adaptación en el CEI. / O foco desta pesquisa é o período de adaptação e o uso dos objetos transicionais nesse processo. Tem por objetivo geral analisar como ocorre o período de adaptação de bebês e crianças bem pequenas e o uso dos objetos transicionais durante a fase de inserção da criança no Centro de Educação Infantil (CEI). Elencamos como objetivos específicos: verificar como acontece o período de adaptação no CEI; observar se as professoras de educação infantil permitem o uso dos objetos transicionais; identificar os objetos que os bebês e crianças pequenas fazem uso; constatar possíveis mudanças de comportamento e reações daqueles que utilizarem esses objetos. O universo dessa pesquisa é um Centro de Educação Infantil, localizado na zona leste da cidade de São Paulo. A metodologia utilizada é de cunho qualitativo do tipo intervenção pautada na pesquisa-ação, e os instrumentos de coleta de dados são: observação e registro, entrevista semiestrutura e roda de conversa com quatro professoras que trabalham em duas turmas de berçários. A pesquisa está fundamentada em autores da Psicanálise e da Pedagogia crítica. Os resultados apontam que as professoras possibilitaram que as crianças fizessem uso dos objetos transicionais durante o período de adaptação, entretanto, nos horários das refeições, duas docentes faziam intervenções quanto ao uso das chupetas e dos paninhos, pois as crianças não aceitavam as refeições oferecidas e permaneciam chorando. Algumas vezes, diante do choro constante das crianças, as docentes negociavam com elas, recolhendo o objeto transicional, informando à criança que o mesmo seria devolvido somente quando o choro cessasse. Os bebês e crianças bem pequenas que fizeram uso dos objetos transicionais adormeceram antes das demais crianças, se acalmaram mais rápido e se adaptaram com maior facilidade à rotina do CEI, demonstrando segurança e conforto. Esses resultados nos levam a pensar o quanto se faz necessário discutir essa temática nos cursos de formação inicial e continuada de professores, para que ao ingressarem na carreira do magistério, os docentes possam compreender e se sensibilizar as necessidades das crianças, entendendo a importância dos objetos transicionais, sobretudo durante o período de adaptação no CEI.