Orientador: Ana Maria Fonseca de Almeida / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T21:39:32Z (GMT). No. of bitstreams: 1 Oliveira_MariadasGracas_D.pdf: 3344792 bytes, checksum: c7d4069b348bf19baeb534c6d56ee673 (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa teve como objetivo analisar como as relações entre as famílias e as creches públicas são construídas no cotidiano. A investigação foi realizada em duas Unidades Municipais de Educação Infantil (UMEIs), na cidade de Belo Horizonte, em turmas de crianças de zero a três anos de idade. Foram analisados os espaços criados pelas UMEIs para se relacionarem com as famílias das crianças, e também o formato desses espaços. Procurou-se ainda desvelar os significados e as expectativas das famílias e das educadoras infantis sobre a função da creche, no contexto atual. A construção dos dados e a sua análise se basearam nas abordagens dos autores Pierre Bourdieu e Remi Lenoir sobre a família e o Estado e nos estudos de Norbert Elias sobre as relações de interdependência dessas duas instituições. A coleta de dados incluiu a observação, as gravações, em áudio, de entrevistas semiestruturadas e a aplicação de questionários. Além disso, foi realizada a análise dos documentos produzidos pelas instituições (Projeto Político-Pedagógico, correspondências, projetos pedagógicos) e pelo poder público (legislação de regulamentação da Educação Infantil no Município e a criação da carreira do Educador Infantil e das Unidades Municipais de Educação Infantil). A análise dos dados possibilitou verificar que as duas UMEIs investigadas têm a participação das famílias no cotidiano das creches como um dos princípios estabelecidos por seus Projetos Político-Pedagógicos. A partir disso, elas desenvolvem ações que incluem o acompanhamento das crianças na sala de atividades pelas famílias e a participação destas em eventos, como as festas, as reuniões e as atividades extraescolares (passeatas, excursões, seminários). Esses eventos, muitas vezes, têm por objetivo a formação das famílias sobre as práticas de educação e de cuidado desenvolvidas na creche e sobre as regras de funcionamento dessa instituição. Nesse processo de construção das relações cotidianas entre a creche pública e as famílias, o profissional da coordenação pedagógica tem um papel importante na forma de lidar com os conflitos e as tensões que surgem. A noção de cuidado e de educação, nas práticas docentes, na creche, permeia essa constituição cotidiana dos atores sociais. O caráter polissêmico dos termos cuidar e educar contribui, de forma significativa, para que aconteçam desencontros entre as concepções das famílias e das educadoras infantis acerca do conteúdo e do formato das ações cotidianas com as crianças. Percebeu-se ainda que as famílias das crianças matriculadas nas UMEIs valorizam as ações de cuidado e de educação desenvolvidas na creche, a habilitação profissional das educadoras infantis e o espaço físico da instituição. Para elas as UMEIs se constituem em espaços adequados para seus filhos frequentarem. Assim, as famílias, as educadoras infantis e as crianças constroem, cotidianamente, uma tessitura particular para a prática pedagógica da creche que envolva as ações de cuidar e de educar nas relações de interdependência que desenvolvem nas UMEIs. / Abstract: The aim of this investigation was to analyze how the relationships between families and public day care centers are built in the quotidian. The research was carried out in two Early Childhood Municipal Units (UMEIs) in Belo Horizonte, specifically in the classrooms of 0 to 3 year-old children. The spaces, and also the format of these spaces, created by the UMEIs to relate with the children's families were analyzed. The meanings and expectations of families and educators about the purpose of early childhood education came to light. The data construction and analysis were based upon the approaches about family and state by Bourdieu and Lenoir, and also upon the interdependency relationships studies by Elias. The data collection included classroom observation, semi-structured interviews, and questionnaires. It was also analyzed the institutions documents (Pedagogical and Political Project, mails and pedagogical projects) and government documents (early childhood municipal legislation, the new career of early childhood educators and the creation of the UMEIS). The data analysis made possible to verify that the two UMEIS investigated have as one of their Pedagogical and Political principles the families' participation in the institutions everyday lives. In order to do that the institutions include the families in their children's classroom activities, in events like parties, meetings and extra-curriculum activities (field trips, seminars, marches) Frequently, these events have as their main goal the training of the families about educational and care practices developed by the institutions and also about their rules. In the process of building everyday relationships between the families and the public institutions, the pedagogical coordinator has an important role as he is the one who deals with the conflicts and tensions that arise. The concept of care and education in the educators' practices influence the everyday constitution of the social actors. The polysemous concept of education and care contributes in a meaningful way to the conflicts between the families' and the educators' conceptions about the content and the format of the everyday actions with the children. It was also noted that the children's families value the education and care actions developed in the institutions, the educators' diploma, and the physical space of the institutions. To these families, the UMEIs are perceived as a good place to their children. Therefore, families, educators and children daily weave a particular web in which the pedagogical practice involves the actions of education and care in an interdependent way. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2015-10-16T13:27:12Z No. of bitstreams: 1 MÁRCIA VALÉRIA RATTO GUIMARÃES.pdf: 1092875 bytes, checksum: f3f1e7be5238ae8a9ca381355acf9052 (MD5) / Made available in DSpace on 2015-10-16T13:27:12Z (GMT). No. of bitstreams: 1 MÁRCIA VALÉRIA RATTO GUIMARÃES.pdf: 1092875 bytes, checksum: f3f1e7be5238ae8a9ca381355acf9052 (MD5) Previous issue date: 2014 / Mestrado Profissional em Enfermagem Assistencial / A pesquisa aborda a prática educativa do enfermeiro na consulta de enfermagem aos familiares de lactentes com doenças respiratórias. Objetivos: conhecer as concepções de familiares sobre cuidados aos lactentes com doenças respiratórias a partir da prática educativa do enfermeiro visando à elaboração de prática educativa em sala de espera; descrever a concepção do familiar sobre os cuidados aos lactentes a partir da prática educativa do enfermeiro; discutir as concepções dos familiares acerca do cuidado ao lactente com doença respiratória, estabelecendo sua articulação com a prática educativa do enfermeiro na perspectiva da autonomia no cuidado e; elaborar uma prática educativa para ser utilizada em sala de espera. Referencial teórico pautado na pedagogia da autonomia de Paulo Freire. Métodos: pesquisa exploratória descritiva, qualitativa, desenvolvido no ambulatório de pediatria de um hospital universitário do estado do Rio de Janeiro, entre agosto de 2012 e junho de 2014. Os participantes da pesquisa foram mães dos lactentes com problemas respiratórios recorrentes, que tinham recebido orientação específica do enfermeiro sobre cuidados durante as manifestações das doenças respiratórias. Os dados foram coletados por entrevista semiestruturada e tratados por análise de conteúdo do tipo temática. Resultados e discussão: Emergiram três categorias: Concepção de cuidar e saberes familiares sobre sinais e sintomas respiratórios; Prática de cuidados e vivências dos familiares no cuidado ao lactente após a orientação do enfermeiro; Prática educativa na consulta de enfermagem como estratégia para favorecer a autonomia dos familiares no cuidado. O cuidar foi associado aos cuidados de manutenção da vida, afetividade, direito, dever e proteção para com seus lactentes. As mães demonstraram conhecimentos acerca da identificação dos sinais e sintomas respiratórios bem como dos sinais de alarme. A prática de cuidados aos lactentes era pautada em cuidados de manutenção da vida, com adoção de medidas de controle ambiental e de reparação, com a prevalência da automedicação. A prática educativa foi considerada de extrema importância para novos aprendizados e a consulta de enfermagem foi considerada como um momento de acolhimento, diálogo e reflexão. Conclusão: A consulta de enfermagem foi valorizada pelas mães como espaço de diálogo. Elas perceberam mudanças conscientes em seu cotidiano, que reduziram os problemas respiratórios dos lactentes. A prática educativa realizada em uma vertente dialógica aproximou as mães dos enfermeiros, favorecendo o processo ensino-aprendizagem, em que as mães manifestaram suas indagações, angústias e queixas. Entretanto, alguns problemas enfrentados pelos familiares são decorrentes de suas condições de vida e da dificuldade de acesso aos serviços da saúde em situações de urgência, requerendo aprofundamento de discussões em outros espaços. O produto desta pesquisa é a instituição da sala de espera como espaço para compartilhar saberes e promover saúde. Esta proposta pretende desenvolver uma prática educativa consoante aos temas emergidos na pesquisa e aos de interesse dos usuários, com vistas à ampliar as discussões, melhorar a comunicação entre enfermeiro e familiares de lactentes, estimulando sua autonomia no cuidado, na prática cotidiana, e o exercício de cidadania / The research discusses the educational practice of nurses in nursing consultation to families of infants with respiratory diseases. Aims: To learn the concepts of family about care for infants with respiratory diseases from educational nursing practice aiming at the elaboration of educational practice in the waiting room; describe the understanding of the family about the care of infants from the educational practice of the nurse; discuss the conceptions of the family regarding the care to infants with respiratory disease, establishing its joint with educational practice of the nurses from the perspective of autonomy of care; develop an educational practice to be used in the waiting room. Theoretical framework grounded in the pedagogy of Paulo Freire autonomy. Methods: It is a descriptive exploratory qualitative research, developed at the pediatric clinic of a university hospital in the state of Rio de Janeiro, between August 2012 and June 2014. Survey participants were mothers of infants with recurrent respiratory problems, who had received specific orientation of nurses about care during demonstrations of respiratory diseases. The technique for data collection was a semi-structured interview, and for the treatment of the data, the analysis of thematic content. Results and discussion: three categories emerged: Conception of care and family knowledge about respiratory signs and symptoms; Care practice and experiences of family members in the care for the infant after the guidance of the nurse; Educational practice in nursing consultation as a strategy to promote the autonomy of the family in care. The care was associated with maintenance of life care, affection, right, duty and protection to their infants. Mothers demonstrated knowledge about the identification of respiratory signs and symptoms and recognition of warning signs. The practice of care to infants was grounded in care of the maintenance of life, with the adoption of environmental control measures and repair, with the prevalence of self-medication. Educational practice was considered extremely important for new learning and nursing consultation was regarded as a moment of acceptance, dialogue and reflection. Conclusion: The nursing consultation was valued by mothers as a dialogic space. They realized conscious changes in their daily lives, which reduced the respiratory problems of infants. Educational practice held in a dialogical aspect approached nurses and mothers, favoring the teaching-learning process, from the opportunity of these mothers express their questions, worries and complaints. However, some problems faced by families are due to their living conditions and poor access to health services in emergency situations, requiring deepening of discussions in other spaces. The product of this research is the establishment of the waiting room as a place to share knowledge and promote health. This proposal aims to develop an educational practice according to themes emerged in the research and of interest to users, in order to broaden the discussion, improve communication between nurses and families of infants, stimulating autonomy in care, in everyday practice and exercise citizenship

It is a widely acknowledged fact that women’s access to the full rights of citizenship in the liberal state is restricted because of their unequal responsibility for childcare. The South African state, however, despite its theoretical commitment to gender equality, has failed substantially to engage with the issue of childcare and women’s citizenship. This is problematic because in failing to envisage a role for itself in supporting women with their responsibility for childcare, the state has not only neglected its Constitutional commitments to gender equality, but it has also failed to realise the benefits that could potentially accrue to children if women’s access to economic citizenship is not hampered by childcare. Recognising this problem, this thesis attempts to engender some debate as to how the South African state could feasibly correct this failure. In doing so, it uses feminist political theory as a basis and takes a critical view of the two childcare policies that have dominated the debate over women’s citizenship and childcare in Western liberal democracies – socialised care and the neofamilialist model. In concluding it attempts to provide an idea of what feasible, state-based childcare policies could look like in present-day South Africa.

Submitted in fulfillment of the requirements for the Degree of Master of Technology: Public Management (Peace Building), Durban University of Technology, 2017. / Mindfulness meditation has been receiving attention as a potential therapeutic tool to help those who have been traumatized or who are distressed. Anecdotal evidence reflects its potential healing abilities across varied populations with different problems. Despite this there has been very little attention to spirituality and more so mindfulness meditation in South African within the context of SA research and the literature. More importantly research within the field of child and youth care is sparse. This prompted the need for the current study which explored the nature and impact of abuse on the adolescents in the sample, the support provided at child care institutions, and the spiritual activities used by adolescents. More importantly however the study’s aim was to explore the benefits of a mindfulness meditation programme with a group of abused adolescents. In order to achieve this, a qualitative research design was used. Data was collected using in-depth interviews and a focus group discussion following the implementation of the mindfulness meditation workshop. Reflections written by the adolescent after each session was also analysed with the data from the focus group discussion. A purposive sample of eight adolescents was used. These adolescents were at a child care facility in the Ethekwini region of Kwa-Zulu Natal. They were purposively selected by the Director of the facility to participate due to their experience of abuse. Deeply traumatized adolescents who still needed one to one support were not considered. The data collected was recorded and then transcribed. After it was transcribed a process of thematic analysis was used. Main themes and sub-themes were derived from the data in its totality. The main themes drawn from the study was the types of abuse; the psycho-social effects of abuse, support received at the child care facility, spiritual interventions used by the adolescents, increased group bonding, benefits of meditation; mindfulness meditation as an ongoing practice. This study unearthed rich information pertaining to the traumatic experience of abuse. Rich descriptive reflected anxiety, depression, poor social relationships and poor academic performance as some of the effects of the experience. The study further found that institutionalization provided a safe space and both the adolescents and child care workers had used spiritual activities to enable healing. Of most importance however that is the meditation sessions demonstrated multiple positive benefits. These included feeling a sense of peace and equanimity, improved self-confidence, re-ordering of negative and dysfunctional thoughts into more positive ones, enhanced emotional states and forgiveness. The entire sample indicated that they would use this intervention, in the future again and felt that it was beneficial to other adolescents. Based on this it was recommended that child and youth care education give consideration to the inclusion of spirituality, moreover mindfulness meditation in child and youth care work. / M

EXPLORATION OF THE EXPERIENCES OF CHILD CARE WORKERS AS EDUCATORS IN A PLACE OF SAFETY SUMMARY OF THE STUDY: This study aims to explore and describe the experiences of child care workers in their role as educators at a place of safety, in order to gain a better understanding of what they see as their educational task and the difficulties they experience in executing this task. The literature review provides a survey of the purpose of a place of safety, what education of children entails and the specific needs of children who experience trauma in their lives. Some of the factors that influence the way the care workers execute their task as educators, are discussed briefly. This qualitative case study is approached from the interpretative paradigm. Child care workers were engaged in individual interviews and a focus group discussion. The data-analysis leads to the following conclusions: • Although child care workers show understanding for the needs of the children in their care. And have a basic understanding of what education entails, aspects were identified in which they need training and support. • Child care workers show symptoms of burnout and reveal the need for supervision. • The way the institution is managed leaves child care workers dissatisfied, which leads to feelings of passivity, negativity, demotivation and a vengeful attitude. / Dissertation (Magister Educationis (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

While this study is partly theoretical it includes an exploratory case study in which theoretical insights are applied. In the theoretical part of this study, criteria for a successful poverty alleviation project were developed, guided by sustainability theory and complexity theory. It was proposed that researchers could assess existing projects according to these criteria to show where they were successful and where they could improve. The second part of this research consists of a case study, where an actual poverty alleviation project (The Nomzamo Special Care Centre, Peddie, Eastern Cape) was assessed according to the criteria developed in the first part. For this exploratory case study a non-random sample of 9 participants was drawn from the Nomzamo Special Care Centre and other stakeholders in the Ngqushwa Local Municipality in the Eastern Cape. Data was collected using questionnaires, observation and interviews. The results obtained from analysis indicate that project members particularly experience challenges pertaining to financial resources, infrastructure and maintenance. It is recommended that project members receive assistance from the government departments in order for the project to remain sustainable.

The main aim of this study was to explore and describe the general and emotional development of a sample of South African children between the age of five and eight years in residential care. More specifically, the study aimed to explore and describe the general level of development of a sample of children in residential care; to explore and describe the development of a sample of children in residential care in six areas of development; and to describe the emotional wellbeing of children in residential care. A non-probability, purposive sampling method was applied as the participants were comprised of children between the ages of 5 and 8 years housed at the residential care facility. The sample consisted of 11 children. The multiple case study method was used to achieve the aim of the study, using both qualitative and quantitative data. The quantitative data consisted of scores obtained from the administration of the Griffiths Mental Development Scales - Extended Revised (GMDS-ER). The qualitative data was obtained from the Human Figure Drawing (HFD), participants’ scholastic progress reports, case reports from the residential care facility and clinical observations during the assessment period. The data was analysed according to thematic analysis. The results highlighted the pervasiveness of delays in all domains of child development of children housed in residential care, specifically that of language, social and emotional development. An important finding of the study was that decrements in these domains of development underpinned delays in the other domains of development since they form the foundation of learning and relating to the world. The study served to emphasize the importance of consistent developmental assessment in order to ascertain whether these children present with developmental delays and, if so, to xv identify which areas of development are most affected. Information from the developmental assessments could assist in the early identification of developmental delays and allow for individually tailored interventions to overcome such delays.

The government of Malawi established the community based childcare (CBCC) programme with the aim of addressing early childhood problems and achieve national development in the long run. The CBCC programme, as one of the approaches to early childhood development (ECD), is guided by the national early childhood development policy. It promotes some practices that somehow deviate from the traditional childcare ways that communities have always known. Experience has shown that programmes that have elements of conflict with commonly held beliefs are bound to meet with resistance in society. The study employed a mini survey, focus group discussion, observation and document review to understand how the CBCC childcare practices in Malili intersect with commonly held beliefs about childcare as well as how they reflect on the national ECD policy. The study also focused on understanding the perceptions of community members on the CBCC programme. The study revealed that while some aspects of CBCC delivery conform to commonly held beliefs about childcare in the area under study, others diverge from such beliefs. Such convergence and divergence appear to be in line with the propositions of transformalist globalisation theory- one of the perspectives adopted for the study. The study also found that care practices at CBCC are not a true reflection of the national ECD policy as community members’ perceptions, poor community participation, poverty and lack of caregiver training in ECD contribute towards poor quality of care in CBCC, contrary to what is defined in the national ECD policy. The study also found that while both CBCC caregivers and sampled community members perceived the quality of care at the centers as poor, caregivers had a more positive perception towards the CBCC than community members. The study indicated that CBCC are centres of desperation for low economic status communities. Findings from the research have revealed that cultural values and commonly held beliefs, and exposure to new knowledge through globalisation play a role in determining childcare practices as well as perceptions towards them. In this sense the study has indicated that meanings that communities attach to development interventions influence their actions and perceptions towards it.

Practitioners working with children under three are often marginalised; both in terms of group settings and in terms of being a focus of research (see Manning-Morton, 2006; McDowell-Clark and Baylis, 2012). This research prioritizes the practitioner’s voice by exploring the subject area of personal theory. In this thesis, personal theory is conceptualised as a composite of understandings and experiences including policy, organisational procedures, Early Years literature, training and Continuing Professional Development as well as personal and professional experiences, beliefs, and values. As Stephen and Brown (2004) indicate, particular constructions of care, learning, and children shape what is considered desirable educational practice. Drawing on Aristotle’s intellectual virtue of phronesis, this research’s aim is to understand how practitioners’ personal and professional experiences and understandings contribute to practitioners’ construction of personal theory. Research questions focus on: 1) understanding which relationships are particularly influential, 2) understanding which experiences are particularly influential and 3) identifying key features of practitioners’ personal theories. Case study methodology frames the research design. The research demonstrates that although personal theory is tacit, linking to specific instances of practice enables practitioners to articulate personal constructions of care, learning and children. Findings relate to six key characteristics of practitioners’ personal theories: practice as an ‘Ethic of Care’, practice as pedagogy, practice as ‘subsitute mothering’, practice as distinctive for children aged birth to three years, practice as rooted in experience and practice as emotional activity. Joan Tronto’s (1993, 2013) ‘Ethic of Care’ affords further consideration of personal theory; particularly the contradiction between personal theory that shapes engagements with young children as an ‘Ethic of Care’ and that which shapes engagements as ‘substitute mothering’. The thesis’ discussion highlights how the articulation and discussion of personal theory enables a richer construction of Early Years professionalism and professional identity within Birth to Three settings.

Cette thèse propose trois essais économétriques ayant trait au capital humain et au bien-être de l'enfant. Chacun des essais présente une méthodologie distincte afin de répondre à l'objectif concerné. Dans le premier chapitre, nous évaluons les effets à long terme d'une politique de services de garde universels au Canada sur le bien-être de l'enfant (santé, comportement, développement moteur et social). Nous montrons que la réforme a un effet négatif sur le bien-être des enfants d'âge préscolaire, mais ces effets tendent à disparaître lorsque l'enfant devient plus âgé. Nous trouvons que cette tendance persiste même dix ans après la mise en place de la réforme. Le second chapitre s'intéresse à l'effet de l'intensité des services de garde sur le développement cognitif des enfants d'âge préscolaire. Nous utilisons la méthode d'appariement à traitements multiples pour répondre à cet objectif. Nous montrons que les effets des services de garde sont grandement hétérogènes. Leurs effets varient selon le statut socioéconomique des familles, la scolarité ou non de l'enfant, le niveau d'intensité des services de garde ainsi que le mode de garde utilisé. Le troisième chapitre porte sur la modélisation des trajectoires des performances mathématiques des enfants canadiens de 7 à 15 ans ainsi que sur l'identification des facteurs de risque durant la petite enfance susceptibles d'influencer l'appartenance à ces trajectoires. La méthode utilisée est celle du Group-Based Trajectory Modeling de Nagin (2005). / This thesis contains three econometric essays on child human capital and well-being. Each essay has a distinct methodology to meet the purpose. In the first chapter, we evaluate the long-term effects of a reform of universal child care in Canada on children's health, motor and social development, and behaviour. We show that the policy had negative effects on preschool children's well-being, but these effects tend to disappear as the child gets older. We find that this pattern persist even ten years after the implementation of the reform. The second chapter focuses on the effect of the intensity of child care on preschool children's cognitive development using propensity score matching with multivalued treatments. We show that the effects of child care are significantly heterogeneous and vary by family socioeconomic status, schooling or not of the child, the intensity of child care and the type of child care arrangement. The third chapter models mathematics trajectories of Canadian children aged 7 to 15 years and identifies risk factors during early childhood on the membership of these trajectories using Group-Based Trajectory Modeling (Nagin, 2005).