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The aim of this thesis is to give information about asthmatic disease, to evaluate the situation in Czech children's population and to analyze the impacts of selected environmental factors on the occurrence of the bronchial asthma in selected age group. In the first part of this thesis are the information about bronchial asthma. In the second part of this thesis are description of the data of selected children group and characteristics of the environment (the source of data was from Czech National Health Institute). There are verifications of the null hypotheses about the risk effect of the environmental factors on the occurrence of the bronchial asthma among 5-years-old children in selected towns of the Czech Republic. The selected towns are České Budějovice, Hodonín, Hradec Králové, Jablonec nad Nisou, Jihlava, Karviná, Kladno, Mělník, Most, Olomouc, Sokolov, Ústí nad Labem, Ústí nad Orlicí and Žďár nad Sázavou.

The aim of this study is to see which male norms and ideals are expressed in four selected books for children aged 9–12. Is it just a stereotyped ideal that is represented in the books or can others be found as well? The method used for the analysis is critical discourse analysis, proceeding from a gender perspective. The material I have studied consists of Berts dagbok, Min vän Percys magiska gymnastikskor, Eva & Adam – en midsommarnattsmardröm and Sju förtrollade kvällar. My analysis shows that all the books contain roughly the same ideals and norms but that there is always a character who reflects the male ideal more than the other characters.

[pt] Esta dissertação estabelece um percurso regressivo desde as recentes polê-micas em torno da suposta censura de Caçadas de Pedrinho pelo Conselho Na-cional de Educação e até as primeiras histórias infantis escritas pelo escritor na década de 1920. A primeira parte do percurso esboça as tensões e conflitos em torno da imagem póstuma de Monteiro Lobato e do valor (positivo ou negativo) na segunda metade do século XX. Regredindo, a narrativa ultrapassa a morte do escritor (1948), enfoca sua relação com o público leitor e seu projeto para a litera-tura infantil brasileira no contraste com escritores contemporâneos como Adelina Lopes Vieira e Júlia Lopes de Almeida, Olavo Bilac, Coelho Neto e Manuel Bon-fim, Viriato Corrêa e João do Rio. Finalmente, analisa em detalhes algumas das principais reformulações nas histórias reunidas em Reinações de Narizinho. Du-rante o percurso constata-se a ausência de um estatuto literário consolidado para os livros infantis, a indistinção entre livros escolares e livros para crianças, e o conflito entre dois conceitos distintos de infância: um que valoriza a imaginação e a fantasia e outro que suprime esses aspectos dado o imperativo da colonização da alma infantil pelos valores morais e cívicos do mundo adulto. Concomitantemen-te, todo o trabalho se subordina à discussão central sobre os modos pelos quais os livros infantis se constituem em instrumentos de negociação da infância, e não apenas representações diretas da realidade social. / [en] This dissertation establishes a regressive course from the recent controver-sies about the supposed censorship of the Caçadas de Pedrinho by the National Council of Education even the first children’s stories written by the author in the 1920’s. A first part of the trajectory sketch’s the tensions and conflicts about the post morten image of Monteiro Lobato and the value (positive or negative) on the second half of the 20th century. Going back, the narrative surpasses the death of the author (1948), focus the relationship with the readers and his project for a Bra-zilian infantile literature in a contrast with contemporary writers as Adelina Lopes Vieira and Júlia Lopes de Almeida, Olavo Bilac, Coelho Neto and Manuel Bonfim, Viriato Corrêa and João do Rio. Finally, analyses in detail some of the main reformulations in the assembled stories of Reinações de Narizinho. Along the way it is noticed the absence of a consolidated literary statute for children’s books, the indistinction between school’s and children’s books, and the conflict between two different concepts of infancy: one that values the imagination and fantasy and another that conceals these aspects given the imperative of coloniza-tion of the children’s souls by civic and moral values of the adult world. At the same time, all the work subordinates a central discussion about the ways children books constitutes in instruments of social negotiations of infancy, and not only representations of the same thing.

The purpose of the study is to reach an understanding of some children´s experience of safety in preschool and important factors for their experience of safety. Our study is a qualitative study with a hermeneutic approach. We chose to perform semi-structured group- and couple interviews with children in order to hear their thoughts about safety as well as their experiences of it. In the analysis of our material, we have used the hermeneutical circel and the RUS-model. We have done so in order to interpret the children´s experiences and thoughts about safety in preschool within certain limited areas. The results show us that good peer relations and meaningful activities had significant roles for the children´s experience of security. Indirect factors that we interpreted were important for the children´s experiences of security were the educators, the physical environment and functioning routines.

O objetivo deste estudo foi identificar, descrever e interpretar aspectos históricos, conceituais e legais, as dificuldades e desafios que se relacionam com a criança pequena e a educação infantil, enfatizando a educação em saúde bucal, nas instituições de ensino infantil. Analisaram-se documentos oficiais e outros que se relacionam com a educação e/ou saúde e que servem ou servirão de suporte às ações de Educação em Saúde Bucal desenvolvidas nas instituições de educação infantil. O objetivo primordial foi fornecer suporte teórico para profissionais e estudantes da área de saúde e educação, que participam, desenvolvem ou pretendem participar e/ou desenvolver programas educacionais sobre saúde bucal para crianças de tenra idade. O resultado deste estudo afirma que os documentos estudados oferecem importante fonte de pesquisa para alunos e profissionais, da Saúde ou Educação, interessados na educação em saúde, especialmente na educação em saúde bucal voltada às instituições de educação infantil. O resultado esperado será altamente positivo se os programas educacionais forem desenvolvidos em conjunto e contando com a integração e envolvimento de membros da comunidade, das universidades e equipes das áreas da saúde e educação, enfatizando a integração das atividades de Educação em Saúde à Educação em Saúde Bucal, em função do desenvolvimento integral da criança e de seu direito legal e moral à Educação e Saúde, garantidos na Constituição Nacional. / The objective of this study was to identify, to describe and to interpret historical aspects, conceptual and legal, the difficulties and challenges that relate the small child and the infantile education, emphasizing the oral health education in the institutions of infantile education. It was analyzed official documents and others related with education and/or health that it serves or it will serve as a support to the actions of oral health education developed in the institutions of infantile education. The primordial objective was to supply theoretical supports for professionals and students of the Health and Education areas that participate, develop or intend to participate and/or to develop educational programs about oral health to children with tender age. The result of this study affirms that the studied documents offer important research source for students and professionals of the Health or Education area, interested in Health Education especially in Oral Health Education to infantile education institutions. The expected result will be highly positive if the education programs could be developed together with integration and involvement of the communitys members, the universities and teams of the health and education areas, emphasizing the integration to the activities of Health Education to the Oral Education Health, in function of the childrens integral development and their legal and moral rights of having education and health ensured by National Constitution.

The aim of the study is to investigate how “listening” takes placein apreschool in Reggio Emilia, a city in northern Italy. This is a phenomenological study that investigates “listening” as a phenomenon based on children ́sand pedagogues ́ experiences. Three pedagogues and eleven children was interviewed in order to get knowledge about three main aspects: how “listening” is interpreted by pedagogues and children and put in practice in a Reggio Emilia pedagogy-also known as “the pedagogy of listening”; if children experience that they are being listened to and whether they have an influence in the preschool ́s activities; and whether the Reggio Emilia pedagogy affects the relationship between pedagogues and children. The findings show that “listening” is a complex concept that includes a variety of meanings that result in many different interpretations on how to put it in to practice. As described in other studies there is a risk of making children objects of adult research, thus affecting a genuine relationship between pedagogues and children. In these studies, the Reggio Emilia pedagogy is described as a method with fixed and rigid techniques of listening. According to the results in this study this seems to be avoidable by considering the Reggio Emilia pedagogy as an approach that is adaptable to different children groups, as well asactively involving children in their own documentation process. The results also demonstrate that children donot feel that they area part of the decision making when it comes to the preschool ́s activities. This is due to the fact that children’s interests are subject to interpretation by the pedagogues, who then often redirect them towards more desirable contents according to their own intentions. Also, the preschool environment is seen as a “third pedagogue” as it communicates to the children which activities and interactions are considered possible in a certain space.

Made available in DSpace on 2016-04-28T14:16:12Z (GMT). No. of bitstreams: 1 Luciana Scognamiglio de Oliveira.pdf: 732646 bytes, checksum: 082def3145edc939ac14b0956b7fae1d (MD5) Previous issue date: 2011-05-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study focuses on the analysis of the book The Viscount s well (1937) by José Bento Monteiro Lobato (1882-1948). In order to do so, the point of departure is a discussion of the historical, scientific and philosophical elements that knitted together the context within which this work was written. In this way it was possible to understand that Lobato s true idolatry of the United States, his emphasis on the need to invest in science and particularly, in the extraction of oil as well as his defense of a new model of schools were related to his unconditional patriotism and the dream of Brazil as economically strong as to ensure the wellbeing of all its inhabitants. However, a thorough review of the secondary literature devoted to studies on Lobato s works for children showed a significant lack of approaches holding historical context as an element of paramount importance. In this way, it is concluded that this omission leads to serious distortions in the understanding of the writings of Monteiro Lobato and significantly hinders the accurate assessment of his production. Conversely, by interfacing Science and Literature, it is possible to revise the judgment of many scholars who attached to Monteiro Lobato unfitting labels / O objeto de estudo desta tese concentra-se na análise da obra O poço do Visconde (1937), de José Bento Monteiro Lobato. Referida análise tem como ponto de partida a contextualização do período, por meio da identificação de elementos históricos, científicos e filosóficos que permearam a produção desta obra. A idolatria de Lobato pelos EUA, a necessidade do investimento em ciência, principalmente na extração do petróleo, bem como sua postura em defender um novo modelo de escola, são relacionados ao seu patriotismo incondicional, na defesa econômica de um Brasil que favorecesse a todos. Um exaustivo levantamento bibliográfico acerca das variadas publicações que apresentam como estudo a literatura infantil de Monteiro Lobato, demonstrou uma significativa ausência de abordagem que considere o contexto de produção como componente fundamental para sua apreciação. Esta falta de compromisso desvirtua a compreensão da obra e reduz de maneira considerável o correto julgamento da produção. Com a possibilidade de interface entre Ciência e Literatura, propõe-se uma revisão da postura adotada por vários estudiosos que atribuem a Monteiro Lobato rótulos inadequados

This study focuses what children choose to play with in the preschool yard without active involvement on the part of the preschool teacher. With Bourdieus' concepts of habitus, capital, and fields as theoretical frameworks, the following questions are examined: 1) How does the habitus reflect in a child's choice of play? 2) How can a child's choice of what to play be understood from the perspective of their preschool's culture? The empirical data consists of observations of the child at play, the pedagogical material they use, the place in which they choose to play, the placement of the teachers, and the range of the pedagogical material made available to the child in the preschool yard. This study argues that the choices a child makes, in terms of what to play, is influenced by the culture of the preschool. This is strengthened based on the survey of comparing two different preschools with two different cultures. By discovering patterns in a child's choice of what to play and comparing the results with each other, it becomes possible to analyze how the differences and similarities between playtime at two different preschools can be linked to habitus, capital and fields. This study shows that there are differences about what the children chose to play, how many they play together and how much they talk and move around. / I denna studie fokuseras vad barnen väljer att leka ute på förskolans gård när de leker utan vuxnas aktiva inblandning. Med Bourdieus begrepp om habitus, kapital och fält som teoretiskt ramverk undersöks frågorna: Hur avspeglar sig habitus, de omedvetna mönster människan bär med sig, i barns lekval? Hur kan barns lekval förstås utifrån förskolans kultur? Det empiriska materialet består av observationer av barnens lek, materialet de använder, platsen de väljer att leka på och pedagogernas placering samt vilket utbud av material barnen erbjuds på förskolans gård. Studien argumenterar för att lekvalen påverkas av den kultur som råder inom förskolan. Detta stärks utifrån resultaten från observationerna av barns lekval på två olika förskolor med olika kultur. Genom att upptäcka mönster i barnens lekval och jämföra resultaten med varandra blir det möjligt att analysera hur skillnader och likheter kan kopplas till habitus, kapital och fält. Studien visar att det finns skillnader i barns lekval, hur många de leker tillsammans och i vilken grad de pratar och rör sig i leken.

A apraxia de fala na infância (AFI) representa uma desordem de origem neurológica na qual a precisão e a consistência dos movimentos de fala estão prejudicadas na ausência de déficits neuromusculares. Na literatura nacional, poucos são os estudos relacionados ao tema; além disso, chama a atenção o fato de que no Brasil a maioria dos fonoaudiólogos não tem conhecimento teórico e prático em sua formação de base sobre a AFI. O objetivo deste estudo foi elaborar um checklist para identificação dos sinais de apraxia de fala na infância em pré-escolares entre 3 e 6 anos de idade para uso de Fonoaudiólogos. Na etapa 1 do estudo foi realizada revisão da literatura internacional para levantamento das características de AFI descritas, sendo essa etapa finalizada com a elaboração das primeiras versões checklist, uma para fonoaudiólogos e uma para pais. Na etapa 2, foi realizada a análise do instrumento elaborado por um comitê de 13 fonoaudiólogos especialistas. Para estratificar a opinião dos juízes foi utilizado o Índice de Validade de Conteúdo (IVC). Ao final dessa etapa, o checklist foi reformulado e finalizado. A partir da leitura dos artigos, foram selecionadas 36 características mais prevalentes ou com maior relevância para compor a primeira versão do checklist. As características foram organizadas em 6 categorias: histórico familiar; características verbais / de fala; características motoras gerais; características orais (não-verbais); aspectos suprassegmentais de fala e características pré-linguísticas e linguísticas, e junto a cada um dos subitens foi adicionado uma breve explicação e/ou exemplo. A avaliação do checklist pelos juízes resultou em reformulações quanto a linguagem utilizada, inclusão de exemplos e exclusão de subitens considerados técnicos. Com relação a versão para pais, foi consenso entre eles a necessidade da utilização de uma linguagem mais simples e acessível, assim como a inclusão de maior número de exemplos. Todos os juízes consideraram o checklist uma ferramenta útil para o rastreio da AFI. Além disso, todos os subitens apresentados no checklist alcançaram IVC superior a 0,80 e o IVC-médio do instrumento de modo geral foi de 0,86, demonstrando alta confiabilidade do instrumento. O checklist apresentou, portanto, validade de conteúdo e futuras pesquisas serão realizadas com o objetivo de verificar sua aplicabilidade, validade de critério, de constructo e fidedignidade. O presente estudo atingiu seu objetivo a partir da apresentação de um checklist para identificação de sinais de AFI entre crianças de 3 a 6 anos, em duas versões, uma para pais e outra para fonoaudiólogos. / Childhood apraxia of speech (CAS) represents a disorder of neurological origin in which the precision and consistency of speech movements are impaired in the absence of neuromuscular deficits. In the national literature, there are few studies related to the subject; moreover, in Brazil most speech therapists do not have theoretical and practical knowledge in their basic training on CAS. The aim of this study was prepare a checklist for the identification of CAS signs in preschool children between 3 and 6 years old for use by speech therapists. In the first step of this study, a review of the international literature was conducted to survey the described CAS characteristics. This step was completed with the preparation of the first checklist versions, one for speech therapists and one for parents. In the second step, the analysis of the instrument elaborated by a committee of 13 specialist speech therapists was carried out. In order to stratify the opinion of the judges, the Content Validity Index (CVI) was used. At the end of this step, the checklist was reformulated and finalized. From the reading of the articles, we selected 36 more prevalent or more relevant characteristics to compose the first version of the checklist. The characteristics were organized into 6 categories: family history; verbal / speech characteristics; general motor characteristics; oral (non-verbal) characteristics; suprasegmental aspects of speech and pre-linguistic and linguistic characteristics, and a brief explanation and / or example was added to each of the subitems. The evaluation of the checklist by the judges resulted in reformulations regarding the language used, inclusion of examples and exclusion of technical subitems. Regarding the version for parents, there was consensus among them the need to use a simpler and more accessible language, as well as the inclusion of more examples. All judges considered the checklist a useful tool for CAS screening. In addition, all subitems presented in the checklist reached CVI greater than 0.80 and the mean CVI of the instrument was generally 0.86, demosntrating high instrument reliability. The checklist therefore presented content validity and future research will be carried out with the aim of verifying its applicability, criterion validity, construct and reliability. The present study reached its aim from the presentation of a checklist for identification of CAS signs among children aged 3 to 6 years, in two versions, one for parents and another for speech-language pathologists.