O objetivo desta pesquisa foi elaborar e verificar a eficácia de um programa de intervenção pedagógica baseado nos recursos da Literatura Infantil e contação de histórias para crianças com dificuldades de aprendizagem e indicados para participar da Sala de Apoio Pedagógico (Reforço). Tal Programa demonstrou a importância de práticas pedagógicas em sala de aula, que aliem literatura e alfabetização para o aprimoramento da leitura, linguagem oral e escrita dos escolares. Foi delineado um programa de intervenção utilizando a Literatura Infantil e a contação de histórias, aplicado em 20 crianças de 07 a 10 anos de idade, de ambos os sexos, divididas em G1 (10 crianças) e G2 (10 crianças) pareados por sexo. Ambos os grupos apresentavam dificuldades de aprendizagem relatadas pelos professores das salas de aula regular e frequentavam a sala de Apoio Pedagógico (Reforço) de uma Escola Municipal de Ensino Fundamental no interior de São Paulo. As crianças do G1 foram expostas a princípio à intervenção pedagógica. As crianças do G2 não foram expostas a princípio à intervenção, mas por questões éticas, foram submetidos à mesma após o término do Programa. O referido programa constituiu-se de 14 sessões de frequência semanal, com duração aproximada de 60 minutos em cada sessão a ser realizada na sala de Apoio Pedagógico (Reforço) com a presença e participação ativa dos professores desta sala. Antes e após a aplicação do Programa, foram realizados testes para se avaliar o nível de escrita, linguagem e leitura dos escolares, assim como avaliação do desempenho de cada um deles pelo próprio professor da sala de aula regular que os mesmos frequentavam, para verificar se houve melhoria na aprendizagem dos mesmos. Portanto, este estudo implementou um Programa de Intervenção Pedagógica e demonstrou sua aplicabilidade e eficácia verificando-se que os escolares com problemas de aprendizagem apresentaram melhoria acadêmica na leitura, linguagem oral e principalmente na linguagem escrita. / The objective of this research was to elaborate and verify the effectiveness of a pedagogical intervention program based on the resources of Children\'s Literature and storytelling for children with learning difficulties and indicated to participate in the Pedagogical Support Room (Reinforcement). This Program has demonstrated the importance of pedagogical practices in the classroom, which combine literature and literacy to improve reading, oral and written language of schoolchildren. An intervention program using Children\'s Literature and storytelling, was applied in 20 children from 7 to 10 years old, of both genders, divided into G1 (10 children) and G2 (10 children) paired by sex. Both groups had learning difficulties reported by teachers in regular classrooms and attended the Pedagogical Support Room (Reinforcement) of a Municipal School of Elementary Education in the interior of São Paulo. The children of the G1 were exposed in principle to the pedagogical intervention. The children of G2 were not exposed to the intervention principle, but due to ethical reasons, they were submitted to it after the end of the Program. This program consists of 14 sessions of weekly attendance, lasting approximately 60 minutes in each session to be held in the Pedagogic Support Room (Reinforcement) with the presence and active participation of teachers in this room. Before and after the application of the Program, tests were carried out to evaluate the level of writing, language and reading of the students, as well as evaluation of the performance of each of them by the regular classroom teacher that they attended, to verify There was an improvement in their learning. Therefore, this study implemented a Pedagogical Intervention Program and demonstrated its applicability and effectiveness by verifying that students with learning problems presented academic improvement in reading, oral language and mainly in written language.

No Brasil, historicamente predominou uma cultura de institucionalização da infância pobre. A doutrina jurídica praticada ao longo do tempo, as concepções de família e criança, a desigualdade social influenciam as práticas de atendimento à infância. O Estatuto da Criança e do Adolescente prevê que o abrigo em entidade é medida provisória e excepcional. Esta pesquisa objetiva caracterizar a situação do abrigamento de crianças de zero a seis anos em Ribeirão Preto, nos quatro abrigos que atendem essa faixa etária, focando: caracterização das crianças abrigadas e suas famílias (dados sócio-demográficos) e caracterização da trajetória do abrigamento. Os dados foram coletados pela pesquisadora, também psicóloga do Fórum de Ribeirão Preto-SP. Pesquisou-se o período de abril/2003 a abril/2005, nos prontuários/pastas das crianças nos abrigos, no banco de dados do Setor de Serviço Social e Psicologia do Fórum e nos processos dessas crianças na Vara da Infância e Juventude do Tribunal de Justiça. Foram utilizadas duas fichas para coleta de dados, uma relativa à criança e à trajetória do abrigamento e outra relativa à família. Além disso, como procedimentos auxiliares para compreensão da realidade realizaram-se entrevistas com os coordenadores dos abrigos, conselheiros tutelares, presidente do Conselho Municipal dos Direitos da Criança e Adolescente de Ribeirão Preto e, com atores sociais em Porto Alegre-RS. Considerando a complexidade do fenômeno, o referencial teórico-metodológico a orientar a coleta e análise deste trabalho é a perspectiva da Rede de Significações. Dentre alguns dos resultados ressalta-se significativa ausência de informações sobre as crianças e suas famílias; 258 crianças foram abrigadas no período; 59% meninos; 51% afros-descendentes; 50% sem informação sobre terem pai; 78% têm irmãos, 55% recebem visitas familiares; 27% estiveram abrigados anteriormente; 86% moram em bairros situados nas zonas mais pobres. Para as famílias, predominância de afros-descendentes; mães como únicas responsáveis pelos filhos; pais com baixa escolaridade, desemprego ou trabalhos que exigem pouca qualificação e oferecem baixos salários; reduzido número de registros de encaminhamentos para programas de atendimento à família. Sobre motivo do abrigamento, predominância de negligência, abandono e falta temporária de condições, associado à dificuldade financeira da família; significativos períodos de institucionalização tanto curtos de até cinco dias quanto longos de um ano ou mais; 63% das crianças retornaram à família de origem e 13% foram adotadas. Um abrigo é municipal, os demais ONGs; apresentam restrições de dias/horários para visitas familiares; apenas dois fazem trabalhos de reintegração familiar e acompanhamento pós-desabrigo. As instituições são atravessadas por mudanças políticas e contextuais, trazendo (des)continuidades no cuidado provido e diferenças nas formas de (não)fazer o registros dos dados. Observaram-se dificuldades de articulação entre os atores envolvidos no abrigamento; dificuldades em delimitar critérios para realizar abrigamentos e desabrigamentos e insuficiência na oferta de políticas públicas. Ao dar visibilidade para as crianças e famílias, a pesquisa contribui com diretrizes atuais de mapeamento local, bem como desnuda a dinâmica do abrigamento. Através dos indicadores pode contribuir para alteração dessa realidade: criação e manutenção do sistema de registros dos dados das crianças e famílias; subsídios para a formulação de políticas públicas a esse segmento. / The institutionalization of poor children has historically and culturally predominated in Brazil. The juridical doctrine practiced over time, the conceptions about family and children, and the social inequality all have influenced the child care services. In Brazil, the Child and Adolescent Statute foresees that \"keeping the child in foster institution\" is a transient and peculiar measure. The objective of the present research is to characterize the institutional situation of children aged 0 to 6 years old who live in four foster institutions situated in Ribeirão Preto by examining the sheltered children and their families (socio-demographic data) as well as their path towards institutionalization. Data were collected by the researcher, who is also psychologist of the Court of Ribeirão Preto, SP. The period of time between April 2003 and April 2005 was studied and the corresponding records/files were obtained from the childrens foster institutions, from the Psychology and Social Services database, and from the court processes. Two types of data were collected, namely, one relative to both children and their path towards institutionalization and other relative to their family. Besides, further procedures were performed in order to better understand the real situation of the children: interviews with coordinators of the shelters, tutor-counsellors, Chairman of the Ribeirão Preto Council for Child\'s and Adolescents Rights, and social actors in Porto Alegre, RS. Considering the complexity of the phenomenon, the theoretical-methodological basis to guide both data collection and study analysis involves the perspective of the Network of Meanings. Among the results, the most significant one was the lack of information on the children and their families; 258 children were sheltered in the period of study; 59% were boys; 51% were afro-descending; 50% knew nothing about their father; 78% had siblings; 55% received family visits; 27% had been previously sheltered; and 86% lived in poor areas. Their families were predominantly afro-descending; the mothers were the only responsible for the children; their parents had low educational level and most of them were unemployed or worked in low-qualification jobs with lower wages; and they had a reduced number of referrals to family social programs. The reasons for institutionalization include negligence, abandonment and transitory lack of social conditions in association with financial difficulties. The length of institutionalization ranged from short periods of five days to longer periods of one year or more; 63% of the children returned to their family of origin, and 13% were adopted. One of the foster institution is municipal and the other ones are ONGs, and all have time restrictions regarding family visits. Only two foster institutions have programs for family reintegration and post-institutionalization follow-up. These institutions suffer political and contextual changes, often resulting in care interruption and differences in the method of recording the data. Arrangement difficulties were observed among the actors involved in establishing criteria for institutionalization and (de)institutionalization in addition to the lack of public policy. By giving visibility to such children and families, the present research provides updated local mapping guidelines as well as reveals the dynamics of institutionalization. Through these indicators, this reality can be changed as follows: creation and maintenance of a recording data system for children and their families, and subsidies for formulating public policies to this population.

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No. of bitstreams: 2 Dissertação Darlise Rodrigues dos Passos.pdf: 2476251 bytes, checksum: 15c196f46fc13108f9e057723d01caa4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-04-01 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Estudos sugerem que diferenças individuais em várias dimensões do comportamento alimentar podem estar associadas ao desenvolvimento do excesso de peso infantil. Estima-se que 30% das crianças brasileiras, entre cinco e nove anos de idade, já apresentam excesso de peso. O presente estudo teve como objetivo avaliar o comportamento alimentar e o estado nutricional de crianças, na faixa etária de seis a dez anos, pertencentes a uma escola privada no município de Pelotas, bem como descrever diferenças no comportamento alimentar em função do estado nutricional, do sexo e da idade das crianças. O comportamento alimentar foi avaliado através das respostas fornecidas pelos pais das crianças no questionário “Children’s Eating Behaviour Questionnaire” (CEBQ), o qual possui 35 perguntas divididas em oito subescalas: Resposta à comida (FR), Prazer em comer (EF), Desejo de beber (DD), Sobreingestão emocional (EOE), Subingestão emocional (EUE), Resposta à saciedade (SR), Ingestão lenta (SE) e Seletividade alimentar (FF). Foram aferidas as medidas de peso e altura e, posteriormente, calculado o escore-z de Índice de Massa Corporal para idade, a fim de classificar o estado nutricional das crianças em cinco categorias: magreza, eutrofia, sobrepeso, obesidade e obesidade grave. No total, foram avaliadas 335 crianças com média de idade de 87,9 meses (desvio padrão 10,4 meses). Aproximadamente metade (50,7%) das crianças apresentava excesso de peso (26% sobrepeso, 15% obesidade e 9,7% obesidade grave) e metade (49,3%) encontrava-se eutrófica. Nenhuma criança apresentou magreza. Crianças com excesso de peso apresentaram maior pontuação nas subescalas do CEBQ que refletem “interesse pela comida” (FR, EF, DD, EOE, p < 0,001 para todas) e menor pontuação em duas subescalas (SR e SE, p < 0,001 e p = 0,003, respectivamente) que refletem “desinteresse pela comida”, quando comparadas às crianças eutróficas. Apenas as subescalas FF e EUE não apresentaram diferença significativa entre as categorias de escore-z de IMC (p = 0,254 e p = 0,637, respectivamente). De maneira geral, não foram observadas diferenças significativas no comportamento alimentar entre meninos e meninas, exceto para a subescala DD, na qual os meninos obtiveram maior pontuação em relação às meninas (2,80±1,11 versus 2,47±1,07, respectivamente; p = 0,005). Da mesma forma, não foram observadas diferenças significativas no comportamento alimentar conforme a idade apresentada pela criança, exceto para a subescala SE, na qual a pontuação diminuiu com o aumento da idade (p = 0,002). O excesso de peso foi o principal agravo nutricional na população estudada e foram encontradas importantes diferenças comportamentais entre crianças com excesso de peso e crianças com peso saudável. / Previous studies have suggested that individual differences in several eating behavior dimensions may be associated to the development of excessive weight in children. It is estimated that 30% of Brazilian children between five to nine years old have excessive weight. The present study aimed to evaluate eating behaviors and nutritional status of children aged 6 to 10 from a private school in the city of Pelotas, southern Brazil, and to describe differences in eating behaviors by gender, age, and nutritional status. The Child Eating Behavior Questionnaire (CEBQ) was administered to parents to assess their children’s eating behaviors. This questionnaire consists of 35 questions divided into eight subscales: Food responsiveness (FR), Enjoyment of food (EF), Desire to drink (DD), Emotional overeating (EOE), Emotional undereating (EUE), Satiety responsiveness (SR), Slowness in eating (SE) e Fussiness (FF). Height and weight measurements were taken. Age-adjusted body mass index (BMI) z-scores were calculated and children were categorized according to their nutritional status as underweight, normal weight, overweight, obese, and severely obese. A total of 335 children were evaluated. The mean age was 87.9 months (SD 10.4 months), nearly half (50.7%) of them was classified as excessive weight (26% were overweight, 15% obese, and 9.7% severely obese) and the other half (49.3%) was classified as normal weight. No child was underweight. Excessive weight children showed higher scores on CEBQ subscales associated with “food approach” (FR, EF, DD, EOE, p<0.001) and lower scores on two “food avoidance” subscales (SR and SE, p<0.001 and p = 0.003, respectively) compared to normal weight children. Only the EUE and FF subscales showed no significant differences among BMI z-scores (p = 0.254 and p = 0.637, respectively). No significant gender differences in eating behaviors were found, except in the DD subscale that showed higher scores among boys than girls (2.80 ± 1.11 vs. 2.47 ± 1.07 respectively, p = 0.005). Also, there were no significant age differences in eating behaviors, except in the SE subscale that showed lower scores as age increased (p = 0.002). Excessive weight was the main nutritional condition found in this sample and significant behavioral differences were seen between excessive weight and normal weight children.

This study is about parents’ perception of child poverty in Sweden, how children get affected by family finances and how children can handle difficulties with being poor. The parents in this study express that there are times when the children do not have the same opportunities as their peers. According to the parents it is because of the families’ shortcomings in the economy, which can be seen through their leisure activities, clothes and holidays. Not being able to afford brand name clothes can give offense and be stigmatizing. Based on the parents' stories, we have interpreted the children's handling of situations through different strategies. The children mainly use adaptation and avoidance strategies to handle different situations.  Adaptation strategies are where the child adjusts and accepts the situation and avoidance trategies where the child avoids situations that are stigmatized. The children also use action strategies where they actively try to change their situation. / Studien handlar om föräldrars uppfattning om barnfattigdom i Sverige, hur barn påverkas på grund av familjens ekonomi och hur barn kan hantera svårigheter att vara fattig. Föräldrarna berättar att det finns tillfällen då barnen inte har samma möjligheter som sina kamrater. Enligt föräldrarna beror det på familjernas brister i ekonomin, vilket blir tydligt när det kommer till fritidsaktiviteter, kläder och helgdagar. Att inte ha råd med varumärkeskläder kan ge upphov till utanförskap och vara stigmatiserande. Baserat på föräldrarnas berättelser har vi tolkat barnens hantering av situationer genom olika strategier. Barnen använder främst anpassnings- och undvikandestrategier för att hantera olika situationer. Anpassningsstrategier är där barnet anpassar och accepterar situationen och undvikandestrategin är där barnet undviker situationer som stigmatiserar. Barnen använder också handlingsstrategier där de aktivt försöker förändra sin situation.

The aim of this dissertation is to investigate how public spaces in the Swedish History Museum in Stockholm have materialized in relation to cultural policy objectives and ideals of a democratic and inclusive museum. The investigated time period spans from 1943 to 2013. The Swedish History Museum is a state-run archaeological museum, where norms and values are expressed through various governmental policy- and control documents. Hence, entering the museum also means entering a symbolic national space. The fact that the museum has been politically regulated throughout the studied period makes it illustrative of changing democratic public ideals in the 20th century. Unlike other similar studies, the empirical focus is not on exhibitions, but on other public spaces that visitors encounter; the entrance, the shop, children’s spaces and the courtyard. These spaces are less invisible in the museum hierarchy. At the same time, they are often central spaces to visitors. The museum building is not as fixed as it might appear to be. Drawing on ideas from Bruno Latour and Doreen Massey – and their perspectives on space, materiality and power – I explore how the social and spatial changes of the museum affect each other. Efforts have continuously been made to alter these public spaces, and the outlines and uses have repeatedly changed. By combining archival materials, interviews and observations, I investigate how democratic ideals have been negotiated in material forms, and what kind of audiences/visitors these spaces have conceptualized over time. Linking different kinds of sources, that speak from various levels and positions, has been an analytically important method. The analysis describes the museum as a meaning producing network that materially embody different, and sometimes conflicting ideologies. The public spaces have been shaped by tensions; between education versus pleasure, collecting versus showing, and by the dichotomy between culture and commerce. What is communicated thorough various materialities and inscriptions in the shop, the entrance, and the spaces for children sometimes contradict perspectives produced in exhibitions and educational programmes. Hierarchies between professional positions and knowledges propagate as social extensions towards the visitors, and sometimes, reproduce structural hierarchies. Museum functions literally “takes place”, depending on how they are valued and assigned meaning. The museum has increasingly included children, while also becoming a space for commerce. Various, and sometimes incompatible ideals on equality and inclusion have been implemented, simultaneously. At the same time, the public spaces carry unique spatial qualities, which can benefit inclusion. Concluding, the dissertation stresses that the entrance, the shop, the children spaces and other public spaces perceived as “peripheral” need to be viewed as central, not as superficial services or add-ons to the “real” museum experience, i.e. the exhibition.

The purpose of this study was to analyse how adults in preschool staff reason about circle time and its purpose as well as children’s participation and planning. The study was conducted as qualitative interviews with four adults in preschool staff. Results from the study show that the planning of the circle time is the responsibility of every adult in preschool staff and demands a grounded and a thoughtful view. The adult in preschool staff also claim that is important to have the children active and included in circle time and that they should be in focus. There are three main reasons why adult in preschool staff decide to have circle time with the children. There are reasons to encourage language, social and emotional development. The literature, however, takes up the collection's purpose is more about providing security, community and school preparation. The biggest reason they also point out the affirmation of the children. Both adult in preschool staff and literature speaks of confirmation and community but the adult in preschool staff does not speak about school preparatory activity that reason that they have set. The study also showed that there are ready-made materials for different kinds of circle time. Children's participation is something that should be the focus of the circle time, but the adult in preschool staff use too often and easy the ready materials instead.

Magister Public Health - MPH / Background: The Baby Friendly Hospital Initiative (BFHI) is considered one of the most successful international efforts to protect, promote and support breastfeeding. The initiative has proven impact, increasing the likelihood of babies being exclusively breastfed for six months. Official designation as Baby Friendly requires careful assessment completed by a trained external team to confirm that the institution is truly carrying out all Ten Steps of successful breastfeeding and conforming to the International Code of Marketing of Breastmilk Substitutes (BMS).The implementation of these principles are however challenging for facilities as it requires "strategic planning, implementation and maintaining change" within the facilities. Aim: To assess the factors influencing the implementation of BFHI principles in non accredited MOU` s in the Metropole region of the Western Cape. / South Africa

Syftet med denna systematiska litteraturstudie är att undersöka hur elever förstår likhets-tecknets innebörd samt skapa en överblick över undervisningsmetoder som enligt forskning kan anses gynna utvecklingen av elevers förståelse för likhetstecknet. Litteratursökningen utfördes i databasen ERIC. 30 artiklar har sammanställts och analyserats. Studiens resultat indikerar att elevers förståelse för likhetstecknet kan variera mellan flera nivåer mellan den dynamiska och statiska innebörden. Förståelseutvecklingen bör inte ses som rak och förutbestämd. Forsknings-fältet har bidragit med olika metoder lärare kan använda för att guida eleverna i deras lärande. Dessa innefattar både hur och när instruktioner kan ges för att bidra med lärande samt hur lik-heter framställs med hjälp av symboler och andra representationsformer. / The aim of this systematic literature review is to research the most common understandings of the equal sign among children, and teaching methods found effective for developing their understanding. The database ERIC has been used to search for prior published research. Thirty studies are used as the result and foundation for the analysis. The result of this review indicates that there are more levels of understanding than the operational and relational meaning of the equality sign. Several methods to promote the students understanding of the equality sign has been found. They vary from how and when instructions are supposed to be delivered to how equivalence can be presented with symbols and other representations.

The aim of this study was to understand which factors that lay the foundation for social workers’ custody investigations and the judges’ decisions in custody disputes. Additionally, it was to examine the social workers’ and the judges’ views on children’s’ rights in this process. The study was based on qualitative research where six semi-structured interviews were conducted. Four social workers and two judges working with custody- investigations, and disputes were interviewed. The analysis consists of two key concepts: the concept of discretion and child sociology. The result shows that judges and social workers experience difficulties with interpreting the best interest of the child, that there are different perceptions about when lone and joint custody should be considered and how to best design the rights of access. A common consensus among the interviewees with regards to the best interest of the child, is that each situation requires an individual interpretation while considering necessary safety aspects. Social workers’ statements tend to dominate how the best interests of a child is defined in a judge’s decision. Both professions find ways to accommodate the best interests of the child, even though it does not always turn out ideal. There is a strong believe that the child’s voice is governing the decision, even though our study shows that it is not always considered in the custody investigations nor in court.

Syftet med denna studie är att bidra med kunskap om hur skogsmiljöer skildras i barnlitteratur som är publicerad mellan år 1900–2021 och om det eventuellt har skett några förändringar. En konventionell innehållsanalys har använts som metod för att kunna besvara syftet. Totalt har 18 barnböcker analyserats, jämnt fördelade i tre årsperioder: 1900–1949, 1950–1999 och 2000–2021.  Resultatet visar framför allt flera områden där det framträder skillnader mellan årsperioderna.  En av skillnaderna är att skogsmiljön har gått från att vara helt central till att bli mer avlägsen från människan. En annan tydlig förändring är hur arter har gått från att beskrivas på ett normativt sätt, till att beskrivas på ett mer kunskapsinriktat sätt. Antropomorfismen har präglat en stor del av barnlitteraturen, men har sakta börjat försvinna i de nyaste böckerna. Resultaten visar också att ett antropocentriskt förhållningssätt, där människan sätts i centrum, dominerar i dessa barnböcker.  Studien bidrar med kunskap om vad läsaren möter i barnböcker och antyder att det kan vara viktigt att reflektera över innehållet i den barnlitteratur som används i förskolans utbildning. / The aim of this study is to contribute with knowledge about how forest environments are depicted in children’s literature that is published between the years of 1900-2021 and if there is anything that has changed. A conventional content analysis has been used to answer the aim of the study. In total, 18 children’s books have been analyzed, equally distributed between the timeframes: 1900-1949, 1950-1999 and 2000-2021. The result indicates that above all, there are several areas that hold differences between the timeframes. The forest environment was once very central in the books and now appears more distant from humans. Another clear difference is how different species used to be described with words embedded with value that is now described more factually. Anthropomorphism has been very evident in children’s literature but is slowly starting to disappear in newer books. The result also shows that an anthropocentric perspective, where the human is central, dominates in these children’s books. The study provides knowledge on what the reader will meet in children’s literature and suggests that it can be of importance to reflect over the content within the children’s literature that is being used in a childcare setting and preschool education