O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

Caregivers in children’s homes are the front-end workers who care for looked-after children daily. Looked-after children in children’s homes constitute a particularly vulnerable group, who are known to reveal mental health problems, which complicate the care-giving role. In conjunction with the lack of training and support, caregivers experience great challenges. This research study explores and describes the training and holistic care-giving needs of caregivers, by applying qualitative needs assessment design, where the responses of 12caregivers are explored and described. Data from the literature and semi-structured interviews and questionnaires was categorised into themes. Overarching findings include altruistic needs, the need for support and to be valued, with the researcher making recommendations and providing a convincing argument for immediate therapeutic support for caregivers. / Social Work / M.Diac. (Play Therapy)

Text in Afrikaans / Die huisouermodel word tans internasionaal in kinderhuise gevolg. ’n Huisouer of huisouerpaar tree as surrogaatouer(s) op en woon saam met die kinders in ’n huis in ’n gewone woonbuurt, weg van die hoofkampus van die kinderhuis. Direkte waarneming van die daaglikse funksionering van huisouers binne die huisouermodel het die navorser bewus gemaak van die kompleksiteit van die huisouer(s) se take. Die doel van hierdie navorsing was gevolglik om ’n verkennende studie te onderneem, ten einde te bepaal watter bydrae kernrolspelers kan lewer om huisouers binne die huisouermodel van ’n kinderhuis in die uitvoering van hulle take te ondersteun. Om hierdie doel te bereik is ’n kwalitatiewe navorsingstudie uitgevoer waartydens semi-gestruktureerde onderhoude met huisouers en kernrolspelers van drie satelliethuise van ’n kinderhuis, as data-insamelingsmetode benut is. Die kwalitatiewe data is geanaliseer en die bydrae wat kernrolspelers kan lewer om huisouers in die uitvoering van hulle take te ondersteun, is beskryf. / Internationally, children’s homes follow the houseparent model. A houseparent or houseparent couple act as surrogate parent(s) and live with children in a home, away from the main campus of the children’s home. Direct observation of the functioning of houseparents within the houseparent model brought awareness with regards to the complexity of houseparents’ tasks. The goal of this research was to conduct an exploratory study to determine what contribution key role players can make to support houseparents within the houseparent model with the fulfilment of their tasks. To achieve this goal, data was gathered through the application of a qualitative research study, utilising semi-structured interviews that were conducted with houseparents and key role players within three satellite homes. The qualitative data was analysed and the contribution that key role players can make to support houseparents in the fulfilment of their duties was described. / Social Work / M. Diac. (Spelterapie-rigting)

The study was carried out to investigate the implementation of the Malawian ECD policy in CBCCC in Namatubi Kanyenjere area. Both primary and secondary techniques were used to carry out the research. Literature review was carried out to ascertain the evolvement of ECD over the years and establish the basis of the current policy. Interviews were carried out with three respondent groups namely CBCCC committees, care givers and government officials. This was done to assess perceptions, attitudes and knowledge of the ECD policy among communities as well as the roles played by different stakeholders in the policy implementation. Over 90% of the CBCCC in Chitipa were initiated by communities and duly registered by the government. However there is little monitoring thereof by the government officials which dwindles the activities of the centres. Communities, stakeholders and government face various challenges that require concerted efforts to help improve the implementation of the ECD policy. / Development Studies / M.A. (Development Studies)

The thesis deals with the topic of palliative care of child patients/clients. The theoretical part explains the terms palliative, respite and hospice care of both, adult and particularly child clients and their families. The work shows the development of palliative care in our country as well as in the world and highlights the present modern elements of the palliative care approach to a child and his/her family. The practical part is based on a qualitative research that followed two goals and tried to answer two research questions. A research method of content analysis of a document containing data obtained from the Czech Statistical Office was applied on the first goal, aimed at mapping the possible need of palliative care of children in the CR. The number of children that might require palliative care in the CR was estimated upon the data. The second goal was to map the possibilities of palliative care services for children at the territory of the CR. A quantitative method of deep interview was used for implementation of the goal. The research sample consisted of 6 respondents from 6 workplaces. Only general and paediatric nurses from wards and facilities chosen upon the fact that nurses may more often meet an incurably ill child and his/her family were asked.This thesis and its conclusions are mainly aimed at professionals, but also to the general public. The research results inform on the possibilities of providing palliative care to children and their families at the specific departments. The work may be used for study purposes as well as for nurses working at hospices, children oncology wards, home care agencies etc. Paediatric nurses may make use of it as well.

O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

O presente estudo teve como objetivo a avaliação psicológica de crianças hospitalizadas por meio do Desenho da Figura Humana (DFH) e do Desenho da Pessoa Doente (DPD) usando os Indicadores Emocionais e Indicadores Maturacionais de Koppitz (1973) e o levantamento de elementos complementares relativos à doença e à hospitalização. A amostra foi composta por 120 crianças de ambos os sexos, com faixa etária de 7 a 11 anos, divididas em dois grupos, um grupo de crianças hospitalizadas e outro de escolares. Os resultados indicaram que os dois desenhos das crianças hospitalizadas apresentaram um número maior de Indicadores Emocionais do que as escolares e menor média nos Indicadores Maturacionais, mostrando um maior comprometimento no primeiro grupo. Os Indicadores Emocionais com diferenças significantes no DFH foram figura pequena e pernas fechadas, mais freqüentes nas crianças hospitalizadas. Quanto aos Indicadores Maturacionais foram observadas diferenças significantes entre os dois grupos, a favor do grupo de escolares, tanto no DFH como no DPD. Nos dois grupos e também na amostra total, o DFH apresentou uma produção mais elaborada, em comparação com o DPD. No DPD os Indicadores Emocionais com maior freqüência do que no DFH foram integração pobre, sombreamento no rosto, sombreamento no corpo/membros, sombreamento no rosto/pescoço, figura pequena, mãos cortadas e omissão de pescoço. No DPD das crianças hospitalizadas ficou evidente a presença dos elementos complementares caracterizando doenças mais graves em relação ao DPD dos escolares, com mais representação do ambiente hospitalar, de objetos de procedimentos hospitalares, restrição de atividade, figura debilitada, expressão de tristeza e expressão de choro/dor. Pode-se concluir que o uso do DPD como instrumento de avaliação psicológica de crianças hospitalizadas permite emergir maior quantidade de indicadores de perturbação emocional em comparação ao DFH. Portanto, pode-se considerar que o DPD mostra-se como uma técnica eficaz para a avaliação de crianças hospitalizadas. / This study had the purpose to assess psychologically hospitalized children by the Human Figure Drawing (HFD) and by the Patient Person Drawing (PPD) using Koppitz Emotional and Maturational Indicators (1973) and by the survey of complementary elements related to illness and hospitalization. Sample was composed by 120 children, half of each sex, with age ranging from 7 to 11 years old, divided in two groups, one of hospitalized children and the other from schools. Results indicated that the hospitalized children drawings presented a bigger number of Emotional Indicators than school children and lower mean of Maturational Indicators, showing more emotional problems in the first group. The Emotional Indicators that had significant differences between groups were tiny figure and legs pressed together. In relation to Maturational Indicators were observed significant differences, in behalf of school children in HFD and in PPD. In both groups and in the whole sample, the HFD presented a more elaborate drawing than the PPD. In PPD the Emotional Indicators with more frequency than in HFD were poor integration, shading of face, shading of body and/or limbs, tiny figure, hands cut off and neck omission. In hospitalized children PPD it became evident the presence of complementary elements, characterizing serious illness in relation to PPD of school children, with more representation of hospital environment, hospital procedures objects, activity restriction, debilitated person, sadness and cry/pain expression. It can be concluded that the PPD use as a tool of psychological assessment with hospitalized children permits to emerge more indicators emotional disturbs comparing with the HFD. Therefore it can be considered that the PPD is a more efficient procedure to assess hospitalized children.

In Mexico there are officially 1.8 million orphaned children, without counting non-orphaned children deprived of family, who also need care; of these, only 657,000 are living in 703 orphanages. Mexico's government invests less than 2% of its budget toward protection of children. There is a lack of substantive research or official assessment of orphanages. According to the scant research found, the children's human rights most frequently violated in Mexican orphanages are the rights to nutrition and health care, to be protected from further victimization, to free expression and participation, and to not be exploited. This study was carried out through in-depth, semi-structured interviews with the manager and five staff members of a respected orphanage in Mexico. It aimed to determine how they attempt to fulfill the aforementioned rights, and how their work relates to six prerequisites for efficient group-care formulated by Wolins after his vast research on the matter. Results indicate that the staff members of this orphanage view their work as spirituality in action, becoming the children's family, caring for their health through special vegetarian nutrition. They teach the children that they are the masters of their own lives and happiness, and not to see themselves as victims. From results I also suggest well supervised facilities, coupling between staff and professionals to screen children's health; a vegetarian diet based on scientific research; children's participation in rules, learning about, from and for their human rights and the idea of children being masters of their life and happiness.

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.