Made available in DSpace on 2014-06-11T19:27:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-05Bitstream added on 2014-06-13T19:55:51Z : No. of bitstreams: 1 bonfim_cm_me_sjrp.pdf: 483201 bytes, checksum: ee7e5d0928d4f0c7dcb6b57d4216ed16 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / As infecções do trato respiratório estão associadas com mortalidade significativa no mundo inteiro e afetam principalmente crianças menores de cinco anos de idade. A maioria das infecções respiratórias é causada por agentes virais como: Vírus Sincicial Respiratório (RSV), Influenzavírus tipo A e B (FLUA e FLUB), Parainfluenza tipo 1, 2 and 3 (PIV-1, PIV-2 e PIV-3), Rhinovirus (HRV) e Metapneumovirus Humano (hMPV). O conhecimento da epidemiologia e prevalência desses vírus é importante para que metodologias terapêuticas possam ser aplicadas apropriadamente e saber como esses vírus estão circulando. O objetivo deste trabalho foi investigar a incidência de 8 tipos de vírus respiratórios em 279 amostras de aspirado nasofaríngeo obtidas de Julho/2004 a Setembro de 2005 de 120 crianças (73 do sexo masculino e 47 do sexo feminino) com idade entre 0 a 6 anos com sintomas de infecção respiratória aguda. A análise foi realizada pela técnica de RT-PCR e seqüenciamento direto. Nossos resultados mostraram que 27,2% (76/279) das amostras foram positivas para pelo um dos vírus respiratórios, sendo 84,2% (64/76) de Picornavírus, 76,3% (58/76) de Rhinovírus e 7,9% de Enterovírus (6/76), 7,9% (6/76) de RSV, 1,3% (1/76) de hMPV, 2,6% (2/76) de FLUA, 2,6% (2/76) de PIV-1 e 1,3% (1/76) de PIV-2. As infecções repetidas acometeram 29% (22/76) das crianças com infecção respiratória. A maioria das re-infecções, 82% (18/22), foram pelo gênero Rhinovírus. Os sintomas mais freqüentes foram coriza diagnosticada em 89,5% dos casos (68/76) seguido de tosse em 67,1% (51/76). Os Rhinovírus foram detectados em todo o período de estudo, com picos de infecção nos meses de inverno e outono, porém não houve associação significativa entre a presença viral e a sazonalidade. Neste estudo houve prevalência de infecção e re-infecção por Rhinovírus. Portanto, este estudo... / Respiratory tract infections are associated with significant mortality worldwide and affect mostly children under five years of age. Most respiratory infections are caused by viral agents such as: Respiratory Syncytial Virus (RSV), the viruses of Influenza type A and B (FLUA and FLUB), Parainfluenza type 1, 2 and 3 (PIV-1, PIV-2 and PIV-3), Rhinovirus (HRV) and Human Metapneumovirus (hMPV). Knowledge of the epidemiology and prevalence of these viruses is important for therapeutic methods can be applied as appropriate and to know how these viruses are circulating. The aim of this work was to investigate the incidence of 8 types of respiratory viruses in 279 samples of nasopharyngeal aspirated obtained from July/2004 to September/2005 of 120 children (73 male and 47 female) with age between 0 to 6 years with symptoms of acute respiratory infection. The analysis was performed by RT-PCR and direct sequencing. Our results showed that 27,2% (76/279) of samples were positive at least for a type of the respiratory viruses, with 84,2% (64/76) of Picornaviruses, with 76,3% (58/76) of Rhinovírus e 7,9% of Enterovírus (6/76), 7,9% (6/76) of RSV, 1,3% (1/76) of hMPV, 2,6% (2/76) of FLUA, 2,6% (2/76) of PIV-1 and 1,3% (1/76) of PIV-2. The recurrent infections affect 29% (22/76) of children with respiratory infection. Most re-infections, 82% (18/22), were by Rhinovírus genus. The most frequent symptoms were runny nose diagnosed in 89.5% (68/76) followed by cough in 67.1% (51/76). Rhinovírus were detected throughout the study period, with peaks of infection during the winter and autumn, but there was no significant association between viral presence and seasonality. In this study there was prevalence of infection and re-infection by Rhinovírus. Therefore, this study provided better understanding of the circulation of respiratory viruses in a population of day care in the region... (Complete abstract click electronic access below)

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-08-16T14:17:09Z No. of bitstreams: 1 arquivo total.pdf: 3410642 bytes, checksum: 841c67dbd66adfc644f39ae218a5f6ce (MD5) / Made available in DSpace on 2016-08-16T14:17:09Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 3410642 bytes, checksum: 841c67dbd66adfc644f39ae218a5f6ce (MD5) Previous issue date: 2016-04-01 / The present study targeted at analyzing the niche of infant development inside the familial microsystem and in daycare centers, within a non-urban context. For such, we interviewed 30 mothers and 21 daycare center educators of children aged between 06 and 36 months old, from three non-urban contexts, based on sub-existence agriculture in the city of Petrolina-PE. As theoretical contribution, it was based on the ecocultural perspective of human development, consisting of a complex and dynamic process produced by the individual, and the physical, social, and cultural environment such as interactive systems which make the analysis of the context in which people live indispensable, for each culture and context, in particular, lead to different development processes. We highlight, in this research, the analysis of the niches of infant development in the familial and daycare center microsystems whose environments are comprehended as physical and social, the educational practices, and the parental ethno-theories, taking into account the influences that they have over the child’s development. As tools for this research, we used a socio-demographic questionnaire, a semi-structured interview plan, a structured interview with questions regarding the infant development niches in the familial and daycare center context, and unsystematic observations. The interviews were transcribed and submitted to the content theme analysis, including the material’s exploration and pre-analysis as well as the codification, by using descriptive words and phrases, taking into consideration the criteria for exhaustiveness, representativeness, homogeneity, and pertinence. Later on, the frequency of the mothers’ responses in each category and subcategory was realized, and the average percentage based on the total number of responses obtained in each one of them, calculated. Where the socialization goals are concerned, the responses were also discussed based on the categories as established by Harwood et al., aiming at the understanding of the cultural dimensions highlighted by the participants. Outcomes indicated that mothers, in the majority, show positive conceptions about the child’s development, characterizing them as active, intelligent, and caring, and consider healthcare, affection, and education as relevant factors for infant development; they get involved with ludic interactions toward their children and get concerned with domestic accidents; they use inductive practices in the children’s behavioral control; they set socialization goals turned to the autonomous-relational model and centered strategies as priorities; they expect their children to be able to contribute to society as of the practice of social values; they consider daycare centers as institutions that must promote formal education and the child’s behavioral control. The educators, in turn, pointed education and affection as the main aspects for infant development, built up as of interactive processes; they conceive childhood in a non-urban context as being exposed to danger, and going through affection and economic shortages, leading daycare centers to the duty of giving these children basic needs, stimulating their development, and controlling their behavior. Moreover, they highlight the necessity of a greater partnership between the family and daycare center; they hope the children to achieve socialization goals and societal contributions related to social expectations, followed by autonomy, centralizing the strategies for the achievement of such goals. Results turn out to be discussed as of characteristics of the participants’ eco-cultural context, and considerations by Psychology authors of infant Development. / el presente estudio objetivó analizar el nicho de desarrollo infantil, en el microsistema familiar y de la guardería, en contexto no urbano. Para tanto, fueron entrevistadas 30 madres y 21 educadoras de guarderías, de niños en edades entre 06 y 36 meses, de tres contextos no urbanos, basados en la agricultura de subsistencia, del municipio de Petrolina-PE. Como aporte teórico, se usó como base la perspectiva ecocultural del desarrollo humano, que lo comprende como un proceso complejo y dinámico, producido por el individuo y por el medio físico, social y cultural, como sistemas interactivos, que tornan indispensable el análisis del contexto en que viven las personas, pues, cada cultura y contexto en particular conducen a diferentes procesos de desarrollo. Se destacan, en este estudio, el análisis de los nichos de desarrollo infantil en los microsistemas familiar y guardería, comprendidos como ambiente físico y social, además de las prácticas de educación y las etnoteorías parentales, teniendo en vista las influencias que ejercen sobre el desarrollo del niño. Como instrumentos, fueron utilizados un cuestionario sociodemográfico, una guía de entrevista semiestructurada, una entrevista estructurada con cuestiones relativas a los nichos de desarrollo infantil en el contexto de la familia y de la guardería, y observaciones asistemáticas. Las entrevistas fueron transcritas y sometidas al análisis temático de contenido, comprendiendo la exploración y la pre análisis del material, así como la codificación mediante el uso de palabras y frases descriptoras, considerando los criterios de exhaustividad, representatividad, homogeneidad y pertenencia. Posteriormente, fue realizada la frecuencia de respuestas de las madres en cada categoría y subcategoría y calculado el porcentual medio con base en el número total de respuestas obtenidas en cada una de ellas. En lo que se refiere a las metas de socialización, las respuestas también fueron discutidas con base en las categorías establecidas por Harwood et al., con el fin de comprender las dimensiones culturales enfatizadas por los participantes. Los resultados apuntaron que las madres, en su mayoría, presentan concepciones positivas sobre el desarrollo de los niños, caracterizándolos como activos, inteligentes y cariñosos y consideran los cuidados con salud, afectividad y educación como factores relevantes para el desarrollo infantil; se involucran en interacciones lúdicas con los hijos y se preocupan con accidentes domésticos; usan las prácticas inductivas en el control del comportamiento de los niños; priorizaron metas de socialización dirigidas para el modelo autónomo-relacional y estrategias centradas en sí y en el contexto en que viven; esperan que los hijos puedan contribuir para la sociedad a partir de la práctica de valores sociales; y consideran la guardería como institución que debe promover la educación formal y el control del comportamiento del niño. En relación a las educadoras, estas apuntan la educación y la afectividad como principales aspectos para el desarrollo infantil, construidos a partir de procesos interactivos; conciben la infancia en el contexto no urbano como expuesta al peligro y carente, afectiva y económicamente, teniendo la guardería y el educador las funciones de suplir las necesidades básicas de esos niños, estimular su desarrollo y controlar el comportamiento. Además, destacan la necesidad de mayor acompañamiento entre familia y guardería; anhelan para los niños metas de socialización y contribuciones para la sociedad relacionadas a las expectativas sociales, seguidas de la autonomía, centralizando en sí las estrategias para el alcance de esas metas. Esos resultados son discutidos a partir de las características del contexto ecocultural de los participantes y de las consideraciones de autores de la Psicología del Desarrollo Infantil. / O presente estudo objetivou analisar o nicho de desenvolvimento infantil, no microssistema familiar e da creche, em contexto não urbano. Para tanto, foram entrevistadas 30 mães e 21 educadoras de creches, de crianças na faixa etária entre 06 e 36 meses, de três contextos não urbanos, baseados na agricultura de subsistência, do município de Petrolina-PE. Como aporte teórico, baseou-se na perspectiva ecocultural do desenvolvimento humano, que o compreende como um processo complexo e dinâmico, produzido pelo indivíduo e pelo meio físico, social e cultural, como sistemas interativos, que tornam indispensável a análise do contexto em que vivem as pessoas, pois, cada cultura e contexto em particular conduzem a diferentes processos de desenvolvimento. Destacam-se, neste estudo, a análise dos nichos de desenvolvimento infantil nos microssistemas familiar e creche, compreendidos como ambiente físico e social, além das práticas de educação e as etnoteorias parentais, tendo em vista as influências que exercem sobre o desenvolvimento da criança. Como instrumentos, foram utilizados um questionário sociodemográfico, um roteiro de entrevista semiestruturada, uma entrevista estruturada com questões relativas aos nichos de desenvolvimento infantil no contexto da família e da creche, como também observações assistemáticas. As entrevistas foram transcritas e submetidas à análise temática de conteúdo, compreendendo a exploração e a pré-análise do material, assim como a codificação mediante o uso de palavras e frases descritoras, considerando os critérios de exaustividade, representatividade, homogeneidade e pertinência. Posteriormente, foi realizada a frequência de respostas das mães em cada categoria e subcategoria e calculado o percentual médio com base no número total de respostas obtidas em cada uma delas. No que se refere às metas de socialização, as respostas também foram discutidas com base nas categorias estabelecidas por Harwood et al., com o intuito de compreender as dimensões culturais enfatizadas pelos participantes. Os resultados apontaram que as mães, em sua maioria, apresentam concepções positivas sobre o desenvolvimento da criança, caracterizando-as como ativas, inteligentes e carinhosas e consideram os cuidados com saúde, afetividade e educação como fatores relevantes para o desenvolvimento infantil; envolvem-se em interações lúdicas com os filhos e preocupam-se com acidentes domésticos; usam as práticas indutivas no controle do comportamento das crianças; priorizaram metas de socialização voltadas para o modelo autônomo-relacional e estratégias centradas em si e no contexto em que vivem; esperam que os filhos possam contribuir para a sociedade a partir da prática de valores sociais; e consideram a creche como instituição que deve promover a educação formal e o controle do comportamento da criança. Em relação às educadoras, estas apontam a educação e a afetividade como principais aspectos para o desenvolvimento infantil, construídos a partir de processos interativos; concebem a infância no contexto não urbano como exposta ao perigo e carente, tanto afetiva quanto economicamente, tendo a creche e o educador as funções de suprir as necessidades básicas dessas crianças, estimular seu desenvolvimento e controlar o comportamento. Além disso, destacam a necessidade de maior parceria entre família e creche; almejam para as crianças metas de socialização e contribuições para a sociedade relacionadas às expectativas sociais, seguidas da autonomia, centralizando em si as estratégias para o alcance dessas metas. Esses resultados são discutidos a partir das características do contexto ecocultural dos participantes e das considerações de autores da Psicologia do Desenvolvimento Infantil.

Made available in DSpace on 2016-03-15T19:39:39Z (GMT). No. of bitstreams: 1 Livia da Conceicao Costa Zaqueu.pdf: 1048917 bytes, checksum: f312b064438aac7851f43726825fe6fe (MD5) Previous issue date: 2010-08-11 / Fundo Mackenzie de Pesquisa / This research aimed at (1) identifying and describing delays in the neuropsychomotor development and early signs of Autism Spectrum Disorders (ASD) in children enrolled in public daycare centers in the South of Barueri, SP; (2) establishing associations between developmental delays / early signs of ASD and demographic / personal features; (3) identifying gaps in Joint Attention and verifying its eventual association with higher risk of ASD. The method used was cross-sectional study including 92 children aged 16-to-24 months enrolled in five day care centers in the South of Barueri, SP. This sample represented the universe of all children in these several day care units. Pictorial Infant Communication Scales (PICS), Modified Checklist for Autism in Toddlers (M-CHAT), and Development Screening Test-II - DENVER II were applied to this population. Data were first managed in descriptive analysis. Further bivariate analysis with application of Chi-square and Fisher's Exact tests as well as calculation of odds ratio was carried out. The results showed a prevalence of 28.3% for neuropsychomotor development delay. Developmental delays were more frequent in the area of language (54.48%), followed by personal-social (17.97%), fine motor adaptive (14.74%), and gross motor (12.81%)domains. Association between developmental delays / signs of ASD and demographic / personal data was statistically significant as to prematurity and lack of prenatal care. Five children (5.4%) were classified as probable cases positive for ASD. Bivariate analysis considering the results of both PICS and M-CHAT showed the following tested skills as more frequently associated with ASD: (1) to point to draw attention, (2) to point to indicate interest, (3) to share an event, (4) to deliver an object, (5) to ask for help, (6) to stare at an desired object. In the conclusion evidences of developmental delay and early signs of ASD in children attending daycare centers were here found out, and can be helpful for future actions in health and education politics in Barueri, SP, Brazil. / Esta pesquisa teve como objetivos: (1) identificar e descrever atrasos de desenvolvimento neuropsicomotor e sinais precoces de Transtornos do Espectro Autista (TEA) em crianças matriculadas em creches públicas da região sul do município de Barueri; (2) relacionar atrasos de desenvolvimento e sinais precoces de TEA a características sociodemográficas e pessoais; (3) identificar falhas na Atenção Compartilhada e verificar se estão associadas ao alto risco para TEA. O método realizou-se pelo estudo de corte transversal envolvendo 92 crianças na faixa etária de 16 a 24 meses, matriculadas em cinco creches da região Sul Barueri, SP. Esta amostra representou o universo do total de crianças que integram essas creches. Foram aplicados a essa amostra os seguintes instrumentos: Pictorial Infant Communication Scales (PICS); Modified Checklist for Autism in Toddlers (M-CHAT); Development Screening Test-II - DENVER II. Os dados obtidos foram submetidos tanto à análise descritiva quanto à analise inferencial bivariada, para a qual se utilizou a Prova do Qui-quadrado, o Teste Exato de Fisher, e o cálculo da Razão de Chances (odds ratio - OR). Nos resultados encontrou-se prevalência 28,3% de atrasos no desenvolvimento neuropsicomotor. A área com a maior frequência de atrasos foi a de linguagem (54,48%), seguida da pessoal-social (17,97%), motora fina adaptativa (14,74%) e motora grossa (12,81%). A associação de atrasos no desenvolvimento e sinais de TEA com as características sociodemográficas e pessoais se mostrou significativa com as variáveis: prematuridade e falta de acompanhamento pré-natal. Cinco das crianças avaliadas (5,4%) foram classificadas como prováveis casos positivos para TEA. A análise bivariada entre os resultados da PICS e os do M-CHAT dessas cinco crianças evidenciou as seguintes habilidades testadas mais associadas ao TEA, a saber: (1) apontar para chamar a atenção, (2) apontar para indicar interesse, (3) compartilhar um evento, (4) entregar um objeto, (5) solicitar ajuda e (6) olhar quando quer obter um objeto. Na conclusão foram encontradas evidências de atrasos no desenvolvimento neuropsicomotor e sinais precoces de TEA em crianças de creches públicas, as quais podem auxiliar o desenvolvimento de futuras ações na área da saúde e educação do Município de Barueri, SP.

As interações dos bebês e seus pares de idade, por muito tempo, não foram reconhecidas no campo da Psicologia do Desenvolvimento. No entanto, nas últimas três décadas, este panorama tem sofrido grandes alterações, particularmente pelos avanços no campo que têm reconhecido as capacidades e habilidades comunicativas dos bebês. Desse modo, ele vem sendo entendido como um ser ativo nas interações com outros sociais, comunicando-se por meio dos recursos disponíveis e específicos. Porém, interrogou-se se, nessas relações, a criança pequena e seu parceiro poderiam atribuir e/ ou construir / apreender / expressar significações às suas próprias ações, às dos outros e às situações? Desse modo, a partir de um estudo de caso múltiplo, objetivou-se investigar se ocorre o processo de significações ao longo do primeiro ano de vida, em relações de bebês com seus pares de idade. E, no caso de ocorrerem, investigar como se dá tal processo. Os registros utilizados foram gravações em DVD realizadas em uma creche de um município do interior do Estado de São Paulo. Quatro bebês pivôs foram aleatoriamente selecionados e são: Catarina (5 meses), Priscila (7 meses), Daiane (10 meses) e Marcos (11 meses). Do Banco de Imagens, foram selecionadas todas as cenas em que os sujeitos apareceram, compondo, assim, um bloco de imagens editadas seguindo o tempo cronológico dos acontecimentos. O corpus foi construído a partir da transcrição microgenética de três episódios interativos selecionados de cada sujeito. A análise das cenas realizada foi microgenética, tendo a Rede de Significações como base. A análise dos dados indicou a ocorrência de significações no primeiro ano de vida, mesmo em bebês pequenos (quatro meses), as quais se concretizam de maneira diversa, quando se considera a idade cronológica dos bebês e as características dos próprios bebês. Estas foram reconhecidas como singulares e possuindo uma curta, mas uma concreta história de vida, de relações estabelecidas com os vários outros e consigo mesmo, em diferentes contextos. Nos primeiros meses, a significação mostrou-se construída dentro da concretude das ações e situações (bater os pés atrai o parceiro), assim como das vivências sobre si e o meio (olhar o mundo através da garrafa plástica). Com o avançar dos meses, as significações passaram a ter um cunho já marcado por significados culturais do grupo, através dos gestos, das expressões, do tom dos balbucios, da antecipação da intencionalidade apreendida pelo olhar. Em tais processos, as significações de si, do outro e das situações foram sendo (re)(des)(co)construídas através de uma série de negociações, que colocava os bebês em papéis sociais diversos, o que permitia apreender novas significações constituídas no entorno.Ressalta-se o grande interesse do bebê por outro bebê, mobilizando, (re)agindo e experimentando novas e antigas ações com seu coetâneo. A pesquisa também ressalta que a linguagem pode ser entendida para além do sentido verbal, abrangendo a comunicação, a interação, o corpo, a expressividade e ações realizadas pelo bebê reconhecendo-o como ator, autor e sujeito nas relações com os outros parceiros sociais. / For a long time, interactions between babies and their peers were not acknowledged in the Developmental Psychology field. However, during the last three decades, this scenario has undergone major changes, particularly by the advances in the field that have recognized infants\' capabilities and communication skills. Thus, the baby has been understood as active in social interactions with others, communicating by means of their specific and available resources. However, it was interrogated whether, in these relations, the infant and his/her baby partner could assign and/ or build / apprehend / express meanings regarding their own actions, of the other and the situations. Thus, from a multiple case study it was aimed to investigate whether the process of meanings occurs during the first year of life, within babies\' relationships with their peers. Yet, if we positively identify its occurrence, the goal was to investigate how this meanings process happens. Empirical data was constructed through DVD recordings, related to a three months follow up of babies\' attendance at a daycare center in a municipality of the state of São Paulo. Four infants were randomly selected as pivots and they are: Catarina (5 months), Priscila (7 months), Daiane (10 months) and Marcos (11 months), the ages corresponding to the beginning of the recordings. From the Image Bank, every scene in which the subjects appeared was selected, making four blocks of edited images, preserving the chronological order of events. The corpus was built through the microgenetic transcription of three interactive episodes selected from each subjects. Analysis of the scenes was microgenetic, based on the Network of Meanings perspective. Data analysis indicates positively the occurrence of meanings during the first year of life, even in the very young babies (four months). Such occurrence, however, expressed though diferente ways when considering the chronological age of the babies and the babies\' own characteristics. These were regarding to the children\' life history (even though, beng short), established relationships with several others and himself / herself, in different contexts. During the first months, it was verified that meaning were present within concrete actions and situations (stomping attracts the partner attention), as well as the experiences of the babies\' self related to the environment (look at the world through the plastic bottle). In later months, meanings were already marked by cultural meanings of the social group, expressed / apprehended through gestures, expressions, tone of babbling, anticipation of intentionality apprehended by the eye. In such cases, the meanings of self, others and situations have been (re)(de)(co)constructed through a series of negotiations that put the babies in different social roles, which allowed them to grasp new meanings which were appropriated. It should be noted that there is a great interest of the baby for the another baby, mobilizing, (re)acting and experiencing new and old actions with peers. The survey also points out that language can be understood beyond the verbal sense, covering communication, interaction, body, expressivity and actions taken by the baby, recognizing him / her as an actor, author and subject in relations with other social partners.

Children across the globe today are continuously being exposed to and affected by various kinds of real-world complexities and challenges; however, research on their knowledge and practices in terms of sustainability is limited, in particular with regards to how preschool- and home-related factors are associated with their learning for sustainability. Since 1998, different types of eco-certification have been awarded by the Swedish National Agency for Education and Keep Sweden Tidy Foundation to promote education for sustainability (EfS) in all areas of education and learning. Despite certificates having been granted in Sweden since 1998, no studies have been conducted at the national level to investigate whether eco-certification has any role to play in children’s learning for environmental and sustainability issues. This knowledge is important to develop pedagogical activities to engage young children meaningfully in learning for sustainability at preschool. This study was undertaken so as to address this research gap in a Swedish context. The overall aim of this study was to enhance the existing knowledge about preschool children’s learning for sustainability in Sweden. The objectives of this study have been to investigate and compare the knowledge and self-reported practices of sustainability among children attending eco-certified and non-eco-certified preschools, respectively, and to explore the extent to which preschool- and home-related factors are associated with children’s knowledge and practices of sustainability. Further, this study explored children’s perceived sources of such knowledge. The term ‘knowledge’ in this text refers to the descriptions of children’s ideas and thoughts. Similarly, eco-certified preschool refers to a school that work explicitly with EfS. The study was designed from a "child’s perspective": this means that it was designed by adults to understand children’s perceptions and actions. Bandura’s (1977) social learning theory and Bruner’s (1961) iconic (image-based) modes of representation were applied in various stages of the study. A conceptual framework was developed within the three-interlocking-circles model of sustainability that illustrates how environmental, social and economic dimensions are interconnected. The concept of sustainability was operationalized in four themes: economic equality, resource sharing, recycling and transport use. With the use of illustrations and semi-structured questions, final-year preschool children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Qualitative and quantitative data were analyzed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. The quality and complexity of children’s responses were assessed and classified using the SOLO Taxonomy (Biggs & Collis, 1982). The results showed that by the time the children completed preschool, many had acquired some knowledge about how to use money, about the sorting of different recyclable items at home and at preschool, and about the impact of different modes of transport on the environment and people’s lives. They also had ideas about the lives of other children in the world and what it can mean to share resources with other people. There was a positive relationship between children’s declarative (understanding) and functional (practice) knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. No statistically significant differences between eco-certified and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found. Parents were reported to be the main sources of children’s knowledge along with the children themselves, teachers and media. The findings offer support for integrating environmental, social and economic dimensions of sustainability into the daily pedagogical activities of preschools and for giving children opportunities to participate in discussions and practical activities that concern their lives. Further studies are needed to investigate the extent to which different educational activities contribute to developing children’s understanding and behavior when it comes to a sustainable society. / Bakgrund och syfte Dagens barn växer upp i en tid med många konflikter, klimatförändringar, naturkatastrofer, sinande naturresurser, fattigdom och globala hälsohot. Barn är offer eller potentiella offer för dessa omständigheter och de kommer i framtiden att påverkas av dem både fysiskt och socialt. De förhållanden som nämns här kan kopplas samman med frågor om hållbar utveckling. I rapporten Vår gemensamma framtid (Brundtland & Hägerhäll, 1988) definieras hållbar utveckling som ’en utveckling som tillfredsställer dagens behov utan att äventyra kommande generationers möjligheter att tillfredsställa sina behov.’ Hållbar utveckling är ett komplext och omfattande begrepp som innefattar miljömässiga, sociala och ekonomiska dimensioner. Forskare betonar vikten av att integrera lärande för hållbarhet i förskolans verksamhet (Davis, 2015; Pramling Samuelsson, 2011; Siraj-Blatchford, 2009). Studier visar att familjen och förskolan spelar en viktig roll i yngre barns utveckling av beteende och attityder (Musser & Diamond, 1999; Sigel, Stinson, & Flaugher, 1991; Sylva et al., 2004). Trots detta är forskning om föräldrars och lärares påverkan på utvecklingen av barns förståelse av och praktiserande för hållbarhet mycket begränsad. Sådan forskning är viktig för att kunna utveckla lämpliga strategier för undervisning om hållbarhetsfrågor i förskolan och för att säkerställa en hög kvalitet i utbildningen av de yngsta. Enligt den svenska läroplanen för förskolan (Skolverket, 2011) skall alla förkolor sträva efter att varje barn utvecklar respekt för alla former av liv och att de utvecklar en vilja att visa omsorg om närmiljön. För att främja hållbarhet i svensk utbildning delar Skolverket ut utmärkelsen ”Skola för hållbar utveckling” till förskolor som arbetar systematiskt med lärande för hållbar utveckling (Skolverket, 2014). Förskolor kan också certifieras med "Grön Flagg” av Håll Sverige Rent, som är en del av ett program för miljöskolor inom Foundation for Environmental Education’s (FEE) (Håll Sverige Rent, 2016). Eftersom den här typen av certifierade förskolor uttryckligen arbetar med hållbar utveckling skulle man kunna förvänta sig att arbetet också påverkar barns kunskaper och beteenden vad gäller hållbarhet. Trots att certifikat har beviljats i Sverige sedan 1998 har inga studier genomförts för att undersöka om ekocertifiering spelar någon roll för barns lärande om miljö- och hållbarhetsfrågor. Av de få tidigare studier som undersöker denna fråga har ingen fokus på förskolan. Med tanke på att hållbar utveckling också lyfts fram i den svenska läroplanen för förskolan är frågan särskilt angelägen. Det övergripande syftet med denna studie har varit att öka kunskapen om förskolebarns lärande för hållbarhet i Sverige. Studien har undersökt förskolebarns egenrapporterade kunskaper och praktiska färdigheter vad gäller miljömässiga, sociala och ekonomiska aspekter av hållbar utveckling. Studien har också undersökt samband mellan förskole- och hemrelaterade faktorer och barns kunskaper och praktiska färdigheter vad gäller hållbarhet. Bland annat har relationen till ekocertifiering studerats samt vilka källor till den egna kunskapen barnen uppger. Denna studie definierar inte termen "kunskap"; snarare används termen för att beskriva barns egenrapporterade kunskap genom verbala svar och praktiska handlingar. Begreppet "kunskap" i denna text ska förstås som barnens egna beskrivningar av sina föreställningar och tankar. Egenrapporterade handlingar avser barns egna beskrivningar av vad de gör och hur de utför olika aktiviteter på förskolan, i hemmet eller när de är med vänner och ska hållas isär från observationer av barns agerande. I denna studie kategoriseras förskolor som har fått utmärkelsen Skola för hållbar utveckling eller har Grön flagg-certfikat som ekocertifierade förskolor. Metoder Studiens syn på hållbar utveckling utgår från miljömässiga, sociala och ekonomiska dimensioner. Dessa tre överlappande dimensioner har operationaliserats genom fyra teman: ekonomisk jämlikhet, dela med sig, återvinning och transportanvändning. Banduras (1977) sociala inlärningsteori och Bruners (1961) kognitiva utvecklingsteori, i synnerhet det bildbaserade sättet att förstå omvärlden, användes i olika steg i studien. Både kvalitativa och kvantitativa data samlades in under perioden februari till september 2015. Data samlades in från tolv olika förskolor varav sex var ekocertifierade. Förskolorna fanns i sex kommuner i två län i Sverige. Data om förskolebarnens kunskaper om och praktiska färdigheter vad gäller hållbar utveckling samlades in genom intervjuer och observationer av 53 barn som gick sitt sista år på förskola. Vidare besvarade 74 förskolepedagoger och 89 vårdnadshavare enkäter, och sju förskolechefer som var ansvariga för de inkluderade förskolorna intervjuades. Den regionala etikprövningsnämnden i Umeå hade inte några invändningar mot studiens upplägg som följde Vetenskapsrådets etiska riktlinjer. Data samlades in efter informerat samtycke från förskolechefer, deltagande pedagoger samt deltagande barn och deras föräldrar. Resultat och slutsatser Resultaten visar att många barn i förskolans sista år hade förvärvat viss kunskap om hur man använder pengar, om sortering av olika återvinningsartiklar hemma och i förskolan och om påverkan av olika transportsätt på miljön samt om människors hälsa och välfärd. De hade också viss uppfattning om hur livet ser ut för andra barn i världen och vad det kan innebära att dela med sig av resurser till andra människor. Det fanns ett positivt samband mellan barns deklarativa kunskaper (förståelse) och funktionella kunskaper (praktik) om hållbarhetsfrågor, samt lärarnas och vårdnadshavarnas deltagande i hållbarhetsrelaterade diskussioner och aktiviteter. Inga statistiskt signifikanta skillnader kunde påvisas mellan ekocertifierade och icke-ekocertifierade förskolor i form av barns deklarativa och funktionella kunskaper. Föräldrar rapporterades vara de viktigaste källorna till barnens kunskap tillsammans med lärare och TV. Flera barn uppgav också att deras kunskap kom från dem själva. Resultaten ger stöd för att integrera miljömässiga, sociala och ekonomiska dimensioner av hållbar utveckling i förskolans dagliga pedagogiska verksamhet. I studien framträdde betydelsen av att barn ges möjlighet att delta inte bara i diskussioner utan också i praktiska aktiviteter som berör deras liv för vilken kunskap de utvecklar om hållbarhetsfrågor. Ytterligare studier behövs för att undersöka i vilken utsträckning olika utbildningsaktiviteter bidrar till att utveckla barns förståelse och beteende när det gäller ett hållbart samhälle samt hur man kan engagera dem på ett meningsfullt sätt i deras lärande för hållbarhet.

Children across the globe today are continuously being exposed to and affected by various kinds of real-world complexities and challenges; however, research on their knowledge and practices in terms of sustainability is limited, in particular with regards to how preschool- and home-related factors are associated with their learning for sustainability. Since 1998, different types of eco-certification have been awarded by the Swedish National Agency for Education and Keep Sweden Tidy Foundation to promote education for sustainability (EfS) in all areas of education and learning. Despite certificates having been granted in Sweden since 1998, no studies have been conducted at the national level to investigate whether eco-certification has any role to play in children’s learning for environmental and sustainability issues. This knowledge is important to develop pedagogical activities to engage young children meaningfully in learning for sustainability at preschool. This study was undertaken so as to address this research gap in a Swedish context. The overall aim of this study was to enhance the existing knowledge about preschool children’s learning for sustainability in Sweden. The objectives of this study have been to investigate and compare the knowledge and self-reported practices of sustainability among children attending eco-certified and non-eco-certified preschools, respectively, and to explore the extent to which preschool- and home-related factors are associated with children’s knowledge and practices of sustainability. Further, this study explored children’s perceived sources of such knowledge. The term ‘knowledge’ in this text refers to the descriptions of children’s ideas and thoughts. Similarly, eco-certified preschool refers to a school that work explicitly with EfS. The study was designed from a "child’s perspective": this means that it was designed by adults to understand children’s perceptions and actions. Bandura’s (1977) social learning theory and Bruner’s (1961) iconic (image-based) modes of representation were applied in various stages of the study. A conceptual framework was developed within the three-interlocking-circles model of sustainability that illustrates how environmental, social and economic dimensions are interconnected. The concept of sustainability was operationalized in four themes: economic equality, resource sharing, recycling and transport use. With the use of illustrations and semi-structured questions, final-year preschool children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Qualitative and quantitative data were analyzed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. The quality and complexity of children’s responses were assessed and classified using the SOLO Taxonomy (Biggs & Collis, 1982). The results showed that by the time the children completed preschool, many had acquired some knowledge about how to use money, about the sorting of different recyclable items at home and at preschool, and about the impact of different modes of transport on the environment and people’s lives. They also had ideas about the lives of other children in the world and what it can mean to share resources with other people. There was a positive relationship between children’s declarative (understanding) and functional (practice) knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. No statistically significant differences between eco-certified and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found. Parents were reported to be the main sources of children’s knowledge along with the children themselves, teachers and media. The findings offer support for integrating environmental, social and economic dimensions of sustainability into the daily pedagogical activities of preschools and for giving children opportunities to participate in discussions and practical activities that concern their lives. Further studies are needed to investigate the extent to which different educational activities contribute to developing children’s understanding and behavior when it comes to a sustainable society. / Bakgrund och syfte Dagens barn växer upp i en tid med många konflikter, klimatförändringar, naturkatastrofer, sinande naturresurser, fattigdom och globala hälsohot. Barn är offer eller potentiella offer för dessa omständigheter och de kommer i framtiden att påverkas av dem både fysiskt och socialt. De förhållanden som nämns här kan kopplas samman med frågor om hållbar utveckling. I rapporten Vår gemensamma framtid (Brundtland & Hägerhäll, 1988) definieras hållbar utveckling som ’en utveckling som tillfredsställer dagens behov utan att äventyra kommande generationers möjligheter att tillfredsställa sina behov.’ Hållbar utveckling är ett komplext och omfattande begrepp som innefattar miljömässiga, sociala och ekonomiska dimensioner. Forskare betonar vikten av att integrera lärande för hållbarhet i förskolans verksamhet (Davis, 2015; Pramling Samuelsson, 2011; Siraj-Blatchford, 2009). Studier visar att familjen och förskolan spelar en viktig roll i yngre barns utveckling av beteende och attityder (Musser & Diamond, 1999; Sigel, Stinson, & Flaugher, 1991; Sylva et al., 2004). Trots detta är forskning om föräldrars och lärares påverkan på utvecklingen av barns förståelse av och praktiserande för hållbarhet mycket begränsad. Sådan forskning är viktig för att kunna utveckla lämpliga strategier för undervisning om hållbarhetsfrågor i förskolan och för att säkerställa en hög kvalitet i utbildningen av de yngsta. Enligt den svenska läroplanen för förskolan (Skolverket, 2011) skall alla förkolor sträva efter att varje barn utvecklar respekt för alla former av liv och att de utvecklar en vilja att visa omsorg om närmiljön. För att främja hållbarhet i svensk utbildning delar Skolverket ut utmärkelsen ”Skola för hållbar utveckling” till förskolor som arbetar systematiskt med lärande för hållbar utveckling (Skolverket, 2014). Förskolor kan också certifieras med "Grön Flagg” av Håll Sverige Rent, som är en del av ett program för miljöskolor inom Foundation for Environmental Education’s (FEE) (Håll Sverige Rent, 2016). Eftersom den här typen av certifierade förskolor uttryckligen arbetar med hållbar utveckling skulle man kunna förvänta sig att arbetet också påverkar barns kunskaper och beteenden vad gäller hållbarhet. Trots att certifikat har beviljats i Sverige sedan 1998 har inga studier genomförts för att undersöka om ekocertifiering spelar någon roll för barns lärande om miljö- och hållbarhetsfrågor. Av de få tidigare studier som undersöker denna fråga har ingen fokus på förskolan. Med tanke på att hållbar utveckling också lyfts fram i den svenska läroplanen för förskolan är frågan särskilt angelägen. Det övergripande syftet med denna studie har varit att öka kunskapen om förskolebarns lärande för hållbarhet i Sverige. Studien har undersökt förskolebarns egenrapporterade kunskaper och praktiska färdigheter vad gäller miljömässiga, sociala och ekonomiska aspekter av hållbar utveckling. Studien har också undersökt samband mellan förskole- och hemrelaterade faktorer och barns kunskaper och praktiska färdigheter vad gäller hållbarhet. Bland annat har relationen till ekocertifiering studerats samt vilka källor till den egna kunskapen barnen uppger. Denna studie definierar inte termen "kunskap"; snarare används termen för att beskriva barns egenrapporterade kunskap genom verbala svar och praktiska handlingar. Begreppet "kunskap" i denna text ska förstås som barnens egna beskrivningar av sina föreställningar och tankar. Egenrapporterade handlingar avser barns egna beskrivningar av vad de gör och hur de utför olika aktiviteter på förskolan, i hemmet eller när de är med vänner och ska hållas isär från observationer av barns agerande. I denna studie kategoriseras förskolor som har fått utmärkelsen Skola för hållbar utveckling eller har Grön flagg-certfikat som ekocertifierade förskolor. Metoder Studiens syn på hållbar utveckling utgår från miljömässiga, sociala och ekonomiska dimensioner. Dessa tre överlappande dimensioner har operationaliserats genom fyra teman: ekonomisk jämlikhet, dela med sig, återvinning och transportanvändning. Banduras (1977) sociala inlärningsteori och Bruners (1961) kognitiva utvecklingsteori, i synnerhet det bildbaserade sättet att förstå omvärlden, användes i olika steg i studien. Både kvalitativa och kvantitativa data samlades in under perioden februari till september 2015. Data samlades in från tolv olika förskolor varav sex var ekocertifierade. Förskolorna fanns i sex kommuner i två län i Sverige. Data om förskolebarnens kunskaper om och praktiska färdigheter vad gäller hållbar utveckling samlades in genom intervjuer och observationer av 53 barn som gick sitt sista år på förskola. Vidare besvarade 74 förskolepedagoger och 89 vårdnadshavare enkäter, och sju förskolechefer som var ansvariga för de inkluderade förskolorna intervjuades. Den regionala etikprövningsnämnden i Umeå hade inte några invändningar mot studiens upplägg som följde Vetenskapsrådets etiska riktlinjer. Data samlades in efter informerat samtycke från förskolechefer, deltagande pedagoger samt deltagande barn och deras föräldrar. Resultat och slutsatser Resultaten visar att många barn i förskolans sista år hade förvärvat viss kunskap om hur man använder pengar, om sortering av olika återvinningsartiklar hemma och i förskolan och om påverkan av olika transportsätt på miljön samt om människors hälsa och välfärd. De hade också viss uppfattning om hur livet ser ut för andra barn i världen och vad det kan innebära att dela med sig av resurser till andra människor. Det fanns ett positivt samband mellan barns deklarativa kunskaper (förståelse) och funktionella kunskaper (praktik) om hållbarhetsfrågor, samt lärarnas och vårdnadshavarnas deltagande i hållbarhetsrelaterade diskussioner och aktiviteter. Inga statistiskt signifikanta skillnader kunde påvisas mellan ekocertifierade och icke-ekocertifierade förskolor i form av barns deklarativa och funktionella kunskaper. Föräldrar rapporterades vara de viktigaste källorna till barnens kunskap tillsammans med lärare och TV. Flera barn uppgav också att deras kunskap kom från dem själva. Resultaten ger stöd för att integrera miljömässiga, sociala och ekonomiska dimensioner av hållbar utveckling i förskolans dagliga pedagogiska verksamhet. I studien framträdde betydelsen av att barn ges möjlighet att delta inte bara i diskussioner utan också i praktiska aktiviteter som berör deras liv för vilken kunskap de utvecklar om hållbarhetsfrågor. Ytterligare studier behövs för att undersöka i vilken utsträckning olika utbildningsaktiviteter bidrar till att utveckla barns förståelse och beteende när det gäller ett hållbart samhälle samt hur man kan engagera dem på ett meningsfullt sätt i deras lärande för hållbarhet.

Background: Although infectious diseases are less common in high-income countries compared to low-income countries, they should still be seriously considered as a relevant public health issue. Some professions, such as healthcare workers, laboratory workers, and care providers may be at a particularly high risk of acquiring infections. In Germany, work-related infectious diseases are after skin diseases, the most common cause of occupational diseases reported to the Institution for Statutory Social Accident Insurance and Prevention in the Health Care and Welfare Services (BGW). An occupational disease, as defined by the WHO, is “any disease contracted primarily as a result of an exposure to risk factors arising from work activity”, although this definition varies between countries. In order for infections to be recognized as an occupational disease, either the identification of an index case is needed or it must be shown that the likelihood in which a particular case of illness was attributable to the occupation: the probability of causation must be greater than 50% (the “more-likely-than-not” rule). A general “rule-of-thumb” is to equate the probability of causation of 50% with a relative risk of disease equal to two (the “doubling of the risk”). This principle is used by many countries for the recognition of an occupational disease. Few studies have concentrated on the risk of infectious disease in daycare workers, who may be at higher risk than the general population due to their frequent and close contact to young children. Research questions: The primary aim of this review was to summarize the evidence on the relationship between being a daycare worker working with children and the possible increased risk for infections not preventable by vaccines. Furthermore, research gaps were to be identified. Finally, the implications for practice and health policy based on the evidence were to be described. Methods: For the systematic reviews with meta-analysis, the Medline and Embase databases were searched using search strings defined according to the Population, Exposure, Comparison, and Outcomes (PECO) applicable to the research questions in order to find studies on vaccine non-preventable infections in daycare workers published since 2000. The search hits were evaluated using predefined inclusion and exclusion criteria by two independent reviewers. A separate manual search was performed by reviewing the reference lists of key articles and systematic reviews. The “citation tracking factor” by Google scholar was used to find additional relevant studies. The resulting studies were extracted and were assessed in eight risk of bias domains for the judgement of study quality. With a meta-analysis, the pooled risk of infections for daycare workers compared to the general or a reference population was calculated. The quality of evidence was assessed by the Grading of Recommendations Assessment, Development, and Evaluation (GRADE). Results: After evaluating the 6879 records, ten methodologically adequate studies were identified regarding parvovirus B19 infection (four studies) and cytomegalovirus (CMV) infection (six studies). No adequate studies on other infections were found. For parvovirus B19 infection, three cross-sectional studies and one retrospective cohort study were identified. The pooled parvovirus B19 seroprevalence in daycare workers was 70.3% (95% CI 59.5-80.4). Of three studies investigating the relative risk (RR) of parvovirus B19 infection on daycare workers, only one study evaluated seroconversion rates. There was an indication for an increased risk of parvovirus B19 infection for daycare workers compared to the unexposed population (RR = 1.12, 95% CI 0.98–1.27) using prevalence estimators. Furthermore, daycare workers had a higher parvovirus B19 seroconversion rate compared to the unexposed population (RR = 2.63, 95% CI 1.27–5.45) in the low risk of bias study. For CMV infection, five cross-sectional studies and one cohort study were included. The pooled CMV seroprevalence of daycare workers was 59.3% (95% CI 47.6-70.9). The four studies investigating risk of infection indicated an increased seroprevalence for daycare workers compared to a reference population (prevalence ratio, RR=1.54, 95% CI 1.33-1.77). No study evaluated CMV seroconversions for daycare workers. Conclusions: The findings suggest higher parvovirus B19 and cytomegalovirus seroprevalence for daycare workers compared to the general population. There is a need for longitudinal and higher-quality studies regarding infections not preventable by vaccines in daycare workers, as well as a need to study other infections for which daycare workers may be at higher risk. Nonetheless, when the actual occupational seroconversion risk is considered by taking into account the pre-occupational seroprevalences, the pooled relative risks for both parvovirus B19 and CMV infection are compatible with a doubled seroconversion risk corresponding to a probability of causation due to the occupation of at least 50%. Preventative efforts in the workplace are needed based on the legally required risk assessment at the workplace. Moreover, it is important to raise awareness of the potential risk of infection in women trying to conceive or during pregnancy. Recommendations to prevent infections in the day care center include using gloves and frequent handwashing after exposure to young children’s bodily fluids, cleaning surfaces, and avoiding intimate contact with young children if pregnant, although these measures alone may not completely protect the daycare worker from infection. Currently, in Germany, an employment ban for pregnant daycare workers depends on the federal state. To avoid occupational risks for pregnant daycare workers, scientific-based guidelines should be developed and applied consistently.

5 Abstract This thesis is focused on the research of adult day care centers. Its aim is to answer the question how the the day care centers define the care from the point of view of different stakeholders; how are the centers specific to other social services and what are the possible problems and obstacles. Theoretical part describes the current situation of elderly care and deals with topics such as the demographic development of the Czech Republic, the media image of the elderly, new trends in the area of care, active aging, social services etc. Empirical research deals with two day care centers from the points of view of different stakeholders. The research, which results in two case studies and their comparisons, is carried out using qualitative methods - semi-structured interviews, analysis of documents and survey. Data analysis shows that the main function of day care centers is "relief service" for families who provide care to the frail seniors. The distinctive feature of day care centers is emphasizing differnces with other social services for elderly, especially the residential ones. This is why the great emphasis is placed on individual care in a small environment and on intergenerational encounters. The analysis also shows the day care centers as a female environment. Women prevail among...

An elementary school in the Stockholm suburb Mariehäll, for children aged 6-11 as well as a daycare centre. The school will cater to approximately 700 students and a centre for art and culture, which will be available to the public. The school is located in the new residential area Annedal, adjacent to the local park and Bullerbytorget. This project explores the correlation between architecture and learning, with the purpose of creating an environment that meets the needs of students with difficulties in concentrating. This has influenced the orientation of the building and the classrooms, the organisation of the plan and the materials and colours used in the various rooms. The program is divided into two volumes – one which houses the actual school and daycare centre, and one which consists of administration and the centre for art and culture. These are connected by a souterrain storey which contains the school cafeteria, and entrances from the street and the square. The school grounds are located four meters above street level, which allows the roof of the lower volume to function as a part of the playground. / En grundskola i stadsdelen Mariehäll i Stockholm, för årskurs F-5, samt förskola. Skolan ska inhysa cirka 700 elever samt ett uthyrningsbart kulturcentrum. Skolan är placerad centralt i det nybyggda bostadsområdet Annedal, mellan Annedalsparken, Bullerbytorget och Tappvägen. Detta projekt utforskar samspelet mellan arkitekturen och inlärningsmiljön, och syftar till att skapa en skola som möter de behov som finns hos elever med koncentrationssvårigheter. Detta har påverkat orienteringen av byggnaden och lärosalarna, organisationen av planen, samt färgsättning och materialval i de olika rummen. Programmet är uppdelat i två volymer – en som inhyser själva skolan och förskolan, och en som utgörs av administration samt kulturcentrum. Dessa kopplas samman av ett suterrängplan, som innehåller skolrestaurang, samt entréer från torg och gata. Skolgården ligger fyra meter över gatunivån, och den låga volymens tak blir således en del av skolgården.

Bakgrund: Den vanligaste anledningen att personer med psykiatriska funktionshinder lämnar hemmet är för att besöka en dagverksamhet. Samtidigt kritiseras dagverksamheter för att vara stigmatiserande. Forskning inom området återger en i stora drag homogen bild av dagverksamheters betydelse för individen där positiva aspekter lyfts fram. Emellertid återfinns kontrasterande bilder där dessa verksamheter kan tänkas påverka besökarna negativt. Syfte: Syftet med denna studie är att utifrån tidigare forskning ge kunskap om vad dagverksamheter för personer med psykiatriska funktionshinder betyder för dess besökare. Vi ämnar kartlägga kunskapsläget samt med efterföljande analys skapa en djupare förståelse för dagverksamheters betydelse för individen. Metod och teori: Studien är i form av en allmän litteraturstudie där tolv utvalda artiklar utgör empirin. För att förstå betydelsen av dagverksamheter har vi satt ihop ett teoretiskt ramverk av stigma, självstigma och empowerment. Resultat:Studien utmynnar i tre huvudteman: betydelsen av dagverksamheten som socialt sammanhang, betydelsen av dagverksamheten som sysselsättning, olika aspekter av dagverksamhetens betydelse för måendet. Slutsatser: Vi fann att dagverksamheter är av stor vikt för besökarna genom att erbjuda en trygg plats för social gemenskap, en del i ett socialt sammanhang, erbjuda meningsfull sysselsättning och en motivation till att lämna hemmet. Vi ser i resultatet att målgruppen har svårt att ta sig in på arbetsmarknaden. Det är därför viktigt att dagverksamheter finns så besökarna kan komma dit och delta i olika typer av aktiviteter, samt för att ge vardagen en struktur. En annan slutsats är att i de positiva aspekter som lyfts i empirin kan vi skönja problematiska sidor av dagverksamhetens betydelse, även i det som framhävs som positivt. Detta kan röra sig om slutenheten som präglar dessa institutioner, deltagarnas beroende av dagverksamheterna samt verksamheternas svårigheter att vara en brygga till nya utvecklingsmöjligheter. / Title: Left out together? A general literature study on the meaning of daycare centers to individuals with psychiatric disabilities. Background: The most common reason why people with psychiatric disabilities leave home is to visit a daycare center. At the same time, daycare centers are criticized for being stigmatizing. The research in the area provides a fairly homogeneous picture of what daycare centers mean to the individual where positive aspects are highlighted. However, contrasting images are found in which daycare centers may have a negative impact on its visitors. Aim: The aim of this study is to provide knowledge of what daycare centers for people with psychiatric disabilities mean to their visitors based on previous research. We intend to map the state of knowledge and, with subsequent anlays, create a deeper understanding of what daycare centers mean for the individual. Method and theory: This study is a general literature study in which twelve selected articles constitute the empiric. To understand the meaning of daycare centers, we have put together a theoretical framework of stigma, self-stigma and empowerment. Findings: The study generates three main themes: the meaning of daycare centers as a social context, the meaning of daycare centers as occupation, different aspects of what daycare centers mean for well-being. Conclusion: We found that daycare centers are of great importance to visitors in providing a safe place for social community, part of a social context, offering meaningful occupation and a motivation to leave home. We see in the result that the target group has difficulty in entering the labor market. It is therefore important that daycare centers exist so that visitors can come there and participate in different types of activities, as well as to provide structure to everyday life . Another conclusion is that in the positive aspects highlighted in the empiricism, we can discern problematic aspects of the importance of daycare centers, even in what is emphasized as positive. This may concern the introversion that characterizes these institutions, the participants' dependence on daycare centers and the difficulties of the centers to be a bridge to new development opportunities.