Introdução: Estudos em creches e pré-escolas têm verificado um aumento na incidência de excesso de peso em pré-escolares, daí a importância do monitoramento do estado nutricional e de intervenções. Objetivos: Avaliar o grau de aceitação dos alimentos em pré-escolares de acordo com o estado nutricional, identificar o estilo de vida e a alimentação habitual. Método: Participaram 124 crianças de 4 a 6 anos das Creches e Pré-escolas COSEAS/USP. Sessenta e duas crianças com risco/excesso de peso (IMC>p85 por cento) e 62 com peso adequado para idade. Utilizou-se questionário de freqüência alimentar (QFA), questionário sobre estilo de vida e teste afetivo com escala hedônica. As crianças foram familiarizadas com o teste por uma história. Teste t-Student foi utilizado para análise do QFA, ANOVA e Tukey para aceitação dos alimentos. As associações do grau de gostar dos alimentos e o estado nutricional por regressão logística. Resultados: As atividades das crianças em casa são mais sedentárias. Os meninos do grupo de risco/excesso de peso estão menos expostos a TV do que as demais crianças. Na pré-escola as crianças brincam mais do que em casa. Não houve diferença significante no consumo habitual de calorias e macronutrientes entre os grupos. Destacaram-se 13 alimentos com maior aprovação e a batata frita foi o preferido das crianças nos dois grupos. As crianças com risco/excesso de peso gostam mais de feijão (p=0,010) e macarrão (p=0,034) que as eutróficas. Gostar de peixe e leite diminuiu a Odds para excesso de peso, sendo que o leite diminuiu mais (0,442) que o peixe (0,660). Conclusão: Os dados sugerem uma preferência das crianças por alimentos ricos em gordura e açúcar. As evidências de que consumir leite está negativamente relacionado com a massa corporal sugerem que gostar de leite possa diminuir as chances do ganho excessivo de peso quando consumido em quantidade suficiente / Introduction: Studies in daycare centers and pre-schools have verified an increase in the incidence of overweight in preschool children, for that reason the importance of the monitoring of the nutritional status and of interventions. Objectives: Evaluate the preferences and the degree of food acceptance by preschool children according to the nutritional status, identify the lifestyle and the usual eating. Methodology: One hundred twenty four children aged 4-6 from daycare centers and pre-schools of COSEAS/USP were selected. Sixty-two children with risk/overweight (BMI>p85 per cent) and 62 with adequate weight for the age. It utilized food frequency questionnaire (FFQ), questionnaire about lifestyle and affective test with hedonic scale. The children were familiarized with the test through a story. t-Student test and factorial analysis for the analysis of the results of the FFQ, ANOVA and Tukey for food acceptance analysis. The associations of the degree of liking and the nutritional status by logistic regression. Results: The activities of the children at home tend to be more sedentary. The boys from the risk/overweight group spend less time in front of TV than the others. The environment of the preschool favors more opportunities for fun and activity. There was no difference in usual consumption of calories and macronutrientes among the children. It stood out 13 foods with more approval and the fried potato was the favorite one in both groups. Children with risk/overweight like more bean (p=0,010) and macaroni (p=0,034) than the others. Like fish and milk decreased the Odds for the risk/overweight group, being that the milk decreases more (0,442) than the fish (0,660). Conclusion: The data suggest a childrens preference for high fatty and sugar foods. The evidences that consuming milk is negatively related with the corporal fat mass suggest that liking milk might decrease the chances of gaining excessive weight when consumed in sufficient quantity

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T16:57:58Z No. of bitstreams: 1 Rita de Cássia Marinho de Oliveira André.pdf: 5285678 bytes, checksum: 2b5fe6b30b1e8e0dccfc67f5b901b4d9 (MD5) / Made available in DSpace on 2016-08-09T16:57:58Z (GMT). No. of bitstreams: 1 Rita de Cássia Marinho de Oliveira André.pdf: 5285678 bytes, checksum: 2b5fe6b30b1e8e0dccfc67f5b901b4d9 (MD5) Previous issue date: 2016-04-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to determine and understand how the pedagogical intention in the practice of daycare educators and inventive and intelligent capacity of the knowledge of babies, stitched together by affection, break with the welfare and "schooling" actions. Based on these premises, curriculum is built from listening the multiple forms of language used by babies and small children, in observation of what they already know in motor and cognitive development indicators, and Psychic Risk indicators for child development (IRDls). Under this scope, spaces become welcoming environments and routine guided at moments ensure the comprehensive development of babies and young children attending day care. The research begins with a historical review about the brazilian kindergarten. It follows with the theorization of the curriculum as a support to questions about educational practices and, more specifically, about the actions triggered in early childhood education based on the curriculum guidelines of the Ministry of Education. The chosen methodological approach contemplates the qualitative research. It is used the literature search and document analysis on curriculum conceptions of the early childhood and about a nursery maintained by a health institution, located on the south side of São Paulo. As a result, it was concluded that there are two paths in the construction of the nursery teacher job. The first strives for anonymity, the generalization and therefore the emptying of subjectivity. It is taken by those who credit to knowledge and technical absolute truths that can be taught and consequently learned. The second, which supports this research, is permeated by symbolic marks that allow babies and toddlers advirem as beings multiply languages, supported by a curriculum that addresses this listening and taking into account its limits and its possibilities / Essa pesquisa tem como objetivo verificar e compreender como a intencionalidade pedagógica na prática do educador de creche e a capacidade inventiva e inteligente dos saberes dos bebês, alinhavados pela afetividade, rompem com o assistencialismo e as ações “escolarizantes”.Com base neste pressuposto,o currículo é construído a partir da escuta das múltiplas formas de linguagem utilizadas pelos bebês e pelas crianças pequenas, considerando a observação do que eles já sabem, os indicadores de desenvolvimento motor e cognitivo, e os Indicadores de Risco Psíquico para o Desenvolvimento Infantil (IRDIs). Sob esta perspectiva,os espaços se tornam ambientes acolhedores e a rotina pautada em momentos permitem assegurar o desenvolvimento integral dos bebês e das crianças pequenas atendidas em creche. A pesquisa parte de um resgate histórico acerca do atendimento da educação infantil brasileira.Segue-se com a teorização do currículo como respaldo às questões sobre as práticas educacionais e, mais especificamente, sobre as ações na educação infantil desencadeadas com base nas orientações curriculares do Ministério da Educação.O percurso metodológico contempla a pesquisa qualitativa. E, para tanto,utiliza-se da pesquisa bibliográfica e da análise documental para o levantamento das concepções de currículo, primeira infância, assim como, para a caracterização de uma creche mantida por uma Instituição de saúde, situada na zona sul de São Paulo. Como resultado tem-se a identificação de dois caminhos a possibilitar a construção do trabalho da professora de creche. O primeiro,diz respeito à prevalência pelo anonimato, pela generalização e, consequentemente, pelo esvaziamento da subjetividade; refere-se aos profissionais que creditam ao saber e à técnica verdades absolutas passíveis de serem ensinadas e, consequentemente, aprendidas. O segundo, mostra-se permeado por marcas simbólicas e sustentado por uma visão de currículo que contempla a escuta e leva em conta os limites e as possibilidades de bebês e crianças pequenas, sobretudo, quando considerados como seres de múltiplas linguagens;aspectos esses que encontram ressonância com a presente investigação

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta pesquisa teve como objetivo descrever o processo de construÃÃo histÃrica e compreender o funcionamento e a organizaÃÃo da primeira creche da cidade de Horizonte/CE. A mesma versou sobre a HistÃria e memÃria de professores da creche da Madame no municÃpio de Horizonte/CE: O espaÃo e a formaÃÃo integral da crianÃa. Trata-se, portanto, de um estudo genealÃgico, que buscou desvelar a importÃncia do trabalho desenvolvido no espaÃo de educaÃÃo infantil, a creche, para mostrar a organizaÃÃo, a estruturaÃÃo e a concepÃÃo pedagÃgica, a partir do CEI Sonho Infantil que, ao longo de sua trajetÃria, transformou-se , no ano de 2013, em CEI Francisca Ermira Kohler no municÃpio de Horizonte/CE por entrelaÃar-se historicamente com a vida e a construÃÃo polÃtica e social desta. Inicialmente descreve, com base em um estudo histÃrico, o local de atuaÃÃo das mulheres no trato com a educaÃÃo da crianÃa e ainda o surgimento das instituiÃÃes destinadas ao atendimento das crianÃas, no intuito de perceber as grandes modificaÃÃes que o espaÃo creche, em si, vem sofrendo ao longo do tempo. Portanto, o trabalho buscou localizar, a partir de narrativas orais, o espaÃo de formaÃÃo da crianÃa, a creche, e ainda fazer uma anÃlise sobre a histÃria e as prÃticas educativas de professores em sua relaÃÃo com o espaÃo, organizaÃÃo e estruturaÃÃo de um espaÃo educacional, criado e gerido por uma profissional do sexo. A pesquisa utilizou-se de fonte oral e documental. Tratou-se de uma abordagem qualitativa, organizando e apresentando dados sobre o processo histÃrico, a estrutura fÃsica, a rotina, a proposta pedagÃgica e a concepÃÃo de infÃncia do espaÃo

Os principais contextos nos quais a criança vive são, geralmente, a família e a escola. A família é a primeira agência socializadora base das primeiras relações, interações e aprendizados. A escola apresenta também um rico contexto socializador; uma importante ampliação de referenciais ocorre quando a criança passa a frequentar a creche. Lá, ela acede a novas relações, emoções e conhecimentos. Os contextos se diferem quanto aos propósitos e neles os infantes encontrarão diferentes objetos, pessoas e modos diversos de se relacionar e aprender. Embora os contextos família e instituição escolar sejam distintos, a criança é a mesma e é preciso favorecer o seu crescimento harmônico e o seu desenvolvimento integral. Por isso a importância de uma relação construtiva entre os pais e a creche, com troca de experiências, ideias e critérios educativos. Todavia, a maioria das práticas na área da educação infantil no que concernem às famílias, no contexto da creche, resumem-se a um pequeno contato por meio de entrevistas. No dia a dia da creche as famílias são convidadas a frequentá-la somente em reunião de pais (geralmente aos términos dos semestres), em festas e celebrações (Dia das Mães, Dia dos Pais, Festa Junina etc.), ou em entrevistas esporádicas, individuais, solicitadas pelo professor ou pela família, para tratar de um problema específico da criança. É como se a criança fosse dividida em dois mundos: o da creche e o da família. Nessa perspectiva, nossa pesquisa propôs a realização de um trabalho de parceria família-escola, no qual a família se integra às propostas educativas. Para isso, privilegiamos como metodologia a pesquisa-ação e organizamos os objetivos em quatro grandes eixos: 1. Conhecer as expectativas da família com relação ao trabalho na educação infantil; 2. Construir, com as famílias e educadores, propostas de participações dos pais na creche; 3. Investigar a influência da participação familiar no atendimento e educação infantil; 4. Observar como a creche absorveu a participação dos pais. Abrir as portas da creche aos pais não é tarefa fácil, é um processo que precisa ser minuciosamente pensado e planejado, envolvendo todos os atores escolares. Possibilitar a 9 participação efetiva dos familiares e construir um trabalho de parceria promove o bem-estar da criança, condição importante para seu processo de aprendizagem e desenvolvimento integral; isso é condição para a educação infantil de qualidade e respeito aos direitos da criança. / Family and school are the key components of the social environment in which children live. The family is the first agent of socialization, the basis of early relationships, interactions and learning. The school also serves as a rich socialization setting; attending daycare broads a child\'s horizon. The aims of the school are diverging from those of the family and children will find in each setting many objects, people and ways to learn and connect with others. Even if the family and the school environment differ from one another, the child is the same child in both circumstances and it is necessary to promote his or her harmonious and full development. Hence, the importance of a special relationship that encourages the exchange of experiences, ideas and standards for education between parents and daycare centers. The practices in early childhood education regarding family presence at daycare are, however, restricted to the brief contact allowed in interviews. Families are generally invited to parents meetings, which generally occur at the end of the school term, to celebrations (as Mothers\' Day, Fathers\' Day and the Midsummer festival) or to sporadic one-to-one interviews, requested by a teacher or a parent to deal with a particular \"problem\" that the child has. It is as if the child lived in two different worlds: one comprising the daycare center and the other comprising the family. From this point of view, our research suggested the creation of a partnership between family and school, in which the family incorporated the educational program. As a means to an end, we privileged the action-research methodology and grouped our goals into four main areas: 1. Comprehend the expectations of the family regarding the work in early childhood education, 2. Draw a proposal concerning the parents participation in the daycare center in cooperation with the families and the teachers; 3. Investigate the influence of parents participation in child care and education; 4. Examine how the daycare centers assimilated parents participation. 11 Welcoming parents at daycare centers is no easy task, it is a process that requires thoroughly study, reflection and planning and engages all school workers. To allow the effective participation of the family and execute a cooperative work promotes the child\'s welfare and full development; it is a condition for high-quality child education and respect for child rights.

Segurança Alimentar e Nutricional é a garantia, a todos, de condições de acesso a alimentos básicos de qualidade, em quantidade suficiente, de modo permanente e sem comprometer outras necessidades essenciais, e o desrespeito a este direito indica a insegurança alimentar. Para caracterizar a situação de segurança alimentar das famílias e o estado nutricional de crianças menores de 5 anos de idade de creches no município de Ribeirão Preto-SP desenvolveu-se um estudo transversal e descritivo, com 344 crianças e suas famílias. A segurança alimentar das famílias foi avaliada com a Escala Brasileira de Segurança Alimentar e Nutricional (EBIA) e as famílias classificadas em situação de Segurança Alimentar (SA) e Insegurança Alimentar Leve (IAL), Moderada (IAM) e Grave (IAG). Aplicou-se uma entrevista com os pais para coleta de variáveis sócio-econômicas e demográficas com um questionário estruturado. A antropometria foi realizada nas creches e os índices Peso/Idade (P/I), Peso/Estatura (P/E), Estatura/Idade (E/I) e IMC/Idade (IMC/I) calculados segundo padrão da Organização Mundial da Saúde (2006). Para a classificação do estado nutricional adotou-se os pontos de corte do SISVAN (Ministério da Saúde). Foram calculadas medidas de prevalências e verificou-se associação entre as variáveis do estudo pelo teste qui-quadrado. Identificou-se que a SA estava presente em 45,7% das famílias, enquanto que a IAL, IAM e IAG foram encontradas em 42,4%, 7,8% e 4,1% das famílias, respectivamente. A análise dos dados sócio-econômicos apontou maior proporção de mães com ensino fundamental e de pais que não moram com a família entre aquelas com IA. Verificou-se proporção maior de residência inacabada, menor número de cômodos, maior número de moradores no domicílio, vinculo com programas sociais e menor renda per capita entre as famílias em situação de IA (p<0,05). Não se observou diferenças entre as prevalências de desvios nutricionais e a condição de SA das famílias. Entretanto, observou-se prevalência de 9,3% de baixa estatura, 2,3% de baixo peso pelo índice P/I e 1,5% de magreza segundo P/E e IMC/I. O excesso de peso segundo P/I foi encontrado em 11,0% das crianças. Os índices IMC/I e P/E indicaram prevalências de 8,7% e 7,3% de crianças acima de +2 escoreZ, 2,9% e 2,3% acima de +3 escoreZ, respectivamente. A situação de insegurança alimentar é prevalente na população estudada, sobretudo entre as famílias com pior condição socioeconômica. Foi observado que o excesso de peso é o principal problema nutricional nesta população infantil. Novos estudos são necessários para o melhor conhecimento das características que condicionam a insegurança alimentar e o estado nutricional desta população visando a elaboração de estratégias de enfrentamento desta situação. / Food and Nutritional Security is the assurance of everyone´s right to regular and permanent acess to food in sufficient amounts, permanently and without endangering other essential needs. Disregard to such rights would indicate food security. In order to characterize a situation of food insecurity in families and the nutritional status of under 5-year-old 344 children enrolled in day care center in Ribeirão Preto city and their families was developed on descriptive and cross-section study. The food security of each family was assessed with the Brazilian Food Security Scale Escala Brasileira de Segurança Alimentar e Nutricional (EBIA) and the families were rated according to their situation: food security and mild, moderate and severe food insecurity. Interviews with the parents was performed to collect socioeconomic and demographic variables with a structured questionnaire. The childrens weight and heigth were taken and the indicators of weight-for-age (WAZ), weight-for-height (WHZ), height-for-age (HAZ) and body mass index-age (BMZ) was defined to the 2006 WHO child growth tandards, and the classification of the nutritional status were adopted the cut-off scores of SISVAN. The prevalence values were calculated and an association between the variables of the study was evaluated by according to the chi-quadrate test. Prevalence of food security was 45.7%, and mild, moderate and severe food insecurity were found in 42.4%, 7.8% and 4.1% households. Socioeconomic analysis showed a higher frequence of low maternal education and fathers who do not live with their families among household food insecurity. There was a higher proportion of unfinished residence, fewer rooms, a larger number of household members, social programs link and with lower per capita income among families in IA (p <0.05). However, the prevalence of 9.3% of stunting (HAZ), 2.3% of underweight (WAZ) and 1.5% of wasting to WHZ and BMZ was observed. Overweight according to WAZ was found in 11.0%. The BMZ and WHZ indicated the prevalence of 8.7% and 7.3% overweight and 2.9% and 2.3% children of obesity. The situation of food insecurity is prevalent in this population, especially among families with lower socioeconomic status. We found that excess weight is the main nutritional problem in this infant population. Further studies are necessary to improve knowledge of the characteristics that govern food insecurity and the nutritional status of this population, with the goal of elaborating coping strategies for such a situation.

Aim: The aim of this project was to study the age and sex specific occurrence of atopic and non-atopic asthma and other atopic manifestations in a nationwide sample of Swedish pre-school children. Methods: All 70 allergen avoidance day-care centres (AADC) with 84 sections and 140 matched ordinary day-care centres with 440 sections in 62 municipalities across Sweden were sampled. In 2000 the staff at each section responded to a questionnaire on indoor and outdoor environment at the section. In 2002 parents of 5,886 children attending the AADCs and ODCs responded to a postal questionnaire regarding symptoms indicating prevalent asthma, allergic rhinitis, eczema, and food, furred pet and pollen allergy and other data in their children. In 2007, parents of 4255 children responded to an almost identical follow-up questionnaire. Results: The AADCs had far more strict rules than ODCs on furred pets and smoking at home and on perfume use, and the indoor environment was better, owing to better cleaning. The age specific asthma prevalence was curvilinear with a peak at age 3 of 11.4% among boys and 9.8% among girls. In addition the prevalence increased by municipality population density, a proxy for degree of urbanisation. There was a highly significant co-occurrence between all asthma-atopic manifestations, but there was no evidence of ordered sequence of manifestation onset. The asthma incidence was highly dependent on presence or absence of co-occurrence variables. Given the variable mix in the present study population, the annual asthma incidence ranged from 0.6% to 1.2%. Conclusions: AADCs had more strict rules and a better indoor environment than ODCs. The asthma prevalence was affected by age, sex and degree of urbanisation. There was close co-occurrence between all asthma and atopic manifestations but no evidence of ordered sequence of onsets. The annual asthma incidence was strongly dependent of co-occurrence conditions.

There are conflicts between waged labour and motherhood that make it difficult for women to seize independence as workers and at the same time be mothers. These conflicts manifest themselves in women’s everyday practices as well as in feminist theory and in the women’s movement. The purpose of the thesis is to study the construction of motherhood and labour, and how the meanings attributed to motherhood and labour uphold women’s subordination. It is a study of how motherhood and labour are used to naturalise the gender order and make it legitimate. This is done by analysing texts on childminders encompassing the period 1967 to 1999. In Sweden, childminders are often perceived as solving the conflict between waged work and motherhood in a specific way. Employed by the municipal authorities, childminders work at home, taking care of other people’s children as well as their own. However, solving one dilemma, they find themselves in another. Working with children in the confinement of the home is not seen as a “real job” as long as it is connected to motherhood. The struggle of the childminders to count as “real” workers is a tale of their separation from motherhood. In the study, perceptions of motherhood and labour are seen as expressions of gender relations, which means that motherhood and labour are seen as equally gendered and structured. In political theory, labour is seen as the key to property in the person, as well as representing labourers’ contribution to society. This understanding of work renders it crucial to theories of democracy, as it legitimises the worker’s political participation. The dissertation shows how this theoretical function of labour rests on   constructing motherhood as the other, and mothers as incapable and illegitimate political subjects. Three key distinctions between motherhood and labour are distinguished and analysed. The first deals with the perception of motherhood as “being” and labour as “doing”. The second focuses on the conception that labour is a goal-oriented, rational activity whilst motherhood is seen as biologically determined with its own intrinsic values. In this view, motherhood can therefore not be understood as an activity that aims to transform. The third distinction is the opposition between the irreplaceability of the mother and the replaceability of labour power. The thesis concludes that strategies defining mother-like activities as labour presume that these activities are distinguished from motherhood. Paradoxically, when women in general become working mothers, leaving children at day-care, the biological aspect of motherhood is stressed, upholding motherhood as an institution. The differences construed between motherhood and labour are often naturalised and ascribed to women’s biology and double hardships: that they need to be both mothers and workers. This formulation makes it possible to manoeuvre and control women. Labour and motherhood can be used against each other in ways that grant men control over women, and at the same time deprive women of their power to act. Patriarchal power seems to be necessary to maintain the present underpinnings of democratic theory.

The aim of this study was to describe peripheral vascular patients´experiences of quality of care in connection whith ambulatory care, and to identify if ambulatory treatment responded to patients´expectations. / Syftet med studien var att beskriva perifert kärlsjuka patienters erfarenheter av vårdkvalitet i samband med dagkirurgisk vård och identifiera om dagkirurgisk behandling motsvarade patienters förväntningar. Detta mättes med hjälp av frågeformuläret Kvalitet Ur Patientens Perspektiv - KUPP. Designen var en beskrivande empirisk studie med kvantitativ ansats. Patienterna valdes konsekutivt och bestod av 47 respondenter (22 män och 25 kvinnor). Samtliga patienter vårdades elektivt där intentionen varit dagsjukvård. Resultatet visade att patienterna generellt varit nöjda med vårdkvaliteten. Balans eller övergod kvalitet skattades på frågor inom dimensionen fysiskt - tekniska förutsättningar och inom dimensionen kontextspecifik där påståenden om dagsjukvård besvarats. Vårdkvaliteten bedömdes även hög vad gäller medicinsk vård och väntetid, läkarens och sjuksköterskans engagemang och visad respekt och att patienterna fått tillräcklig information om själva ingreppet före behandlingen. Brister identifierades vad gäller patienternas erfarenheter av information om resultatet efter behandling. På frågor som berörde läkares och sjukaköterskors empatieka kvaliteter bedömdes vårdkvaliteten vara hög men på andra frågor inom dimensionen identitetsorienterat förhållningssätt bedömdes vårdkvaliteten bristande. detta gällde frågor som berörde information om ansvarig person, delaktighet och information/undervisning i egenvård. Slutsatsen blev att patienterna generellt var nöjda med vårdkvaliteten men att det fanns frågor där kvalitetsförbättrande åtgärder bör ges prioritet.

The purpose of this study was to determine whether parents of children who attend childcare centers have different attitudes and behaviors toward shaping their child's eating habits than parents of children who stay at home, and whether these attitudes and behaviors affect their child's dietary intake and weight. Fifty parents of 3- to 5-year-old children who attended childcare centers and fifty parents of 3- to 5-year-old children who stayed at home in Central Texas participated in the study. Parents completed questionnaires designed to measure the factors they considered when choosing food for their child, and their perceived influence on, satisfaction with, responsibility for, and control over their child's eating habits. After receiving training and measuring utensils, parents completed 3-day dietary records for their child. A researcher recorded the children's food intake when they were at the childcare center. Children's height and weight were measured, and body mass index was plotted on the CDC BMIfor- age growth charts (2000). Twelve percent of childcare children were obese compared to 2 percent of stay-at-home children (p<0.05). Children in childcare consumed more energy, vegetables, fat, saturated fat, and sweetened beverages than stay-at-home children (p<0.05), mostly due to consumption at the center. Both groups met requirements for all food groups and nutrients except grains, vegetables, and vitamin E. Their diets were too high in fat, contributing 32 percent of total energy. There was no evidence that parents of children in childcare felt less responsible for, less influential on, more satisfied with, or exerted less control over their child's diet than stay-at-home parents. Parents of childcare children believed that they and the childcare center shared responsibility for their child's nutrition. They felt that time was a more important factor in choosing food for their child than did stay-at-home parents. Parents who perceived lack of time to be an obstacle had children who consumed less energy, iron, and fat during the evening hours. Parents of overweight children felt more influential on and were more satisfied with their child's diets than parents of normal weight children. No other parental attitudes were predictive of children's food intake or weight status. / text

Personer med autismspektrumtillstånd tillhör gruppen som ökat mest inom insatsen daglig verksamhet. Då insatsen tillkom utformades den främst efter personer med utvecklingsstörning eller med stora fysiska funktionshinder. Syftet med studien är att undersöka hur daglig verksamhet är anpassad efter personer med Aspergers syndrom. Utifrån intervjuer med personal på daglig verksamhet visar resultaten på att daglig verksamhet fungerar bra och är anpassad efter individuella behov. Samtidigt visar resultaten på att en utveckling av daglig verksamhet behövs men upplevs svår att genomföra. Slutsatserna är att det kan vara svårt att anpassa en verksamhet efter personer med Aspergers syndrom då de inte alltid beskriver vilka behov de har, att behov kan se väldigt olika ut individer emellan samt att deras förmågor kan ses som både styrkor och svagheter. En slutsats är även att arbetet med målgruppen bör kompletteras med arbete utifrån en samhällsnivå för att en utveckling mot en anpassad verksamhet ska möjliggöras. / People with autism spectrum disorders belong to the group that has increased most within the daycare center. At the introduction, the daycare center was primarily designed for people with intellectual or major physical disabilities. The study's purpose is to examine how daycare center activities are adapted for those with Asperger’s syndrome. Interviews with daycare center staff show that the activities function well and are adapted for individual needs. However, the results also show that a development of the activities is needed but believed difficult. The conclusions are that it seems to be difficult to adapt activities for people with Asperger’s syndrome since they not always describe their needs, that their needs may be very individual, and that their abilities can be seen as both strengths and weaknesses. Another conclusion is that the work with the target group should be complemented with work at a community level, to enable development towards adapted activities.