Antecedentes: En los últimos años, la prevalencia de sobrepeso y obesidad en niños ha aumentado considerablemente en el mundo. Nuestro país no es ajeno a esta problemática, ya que las cifras de niños ≤ de 5 años diagnosticados con sobrepeso y obesidad sigue en aumento. Las causas que pueden desarrollar sobrepeso y obesidad son múltiples, estas son: alteraciones endocrinas, síndromes genéticos, factores psicológicos, factores ambientales, etc. Una de las alteraciones que puede predisponer a la ganancia de peso excesiva es el Síndrome de Down o la llamada también Trisomía 21. Metodología: Se evaluó por antropometría a 33 niños ≤ de 5 años diagnosticados con Síndrome de Down con indicadores talla/edad (T/E), peso/edad (PESO/EDAD), peso/talla (PESO/TALLA) y índice de masa corporal/edad (IMC/EDAD). Además, se evaluó conocimientos, actitudes y prácticas de diversos temas a 40 padres de familia de los niños, 8 profesores y 2 personal de servicio de la Guardería privada. Resultados: Según el indicador talla/edad, 76% de los niños evaluados presentaron diagnostico normal, mientras que el 21% presentaron retardo de crecimiento leve. Asimismo, según el indicador, IMC/EDAD se diagnosticaron 50% de los niños diagnóstico de sobrepeso, el 25% presento riesgo de sobrepeso y el 25% restante presentó diagnóstico de obesidad. Conclusiones: Se evaluó el estado nutricional antropométrico y bioquímico de los niños; además, se evaluó la calidad nutricional de las loncheras enviadas a los niños de aulas: Guardería y Pre-escolaridad. También, se evaluó evaluar el sistema actual del Servicio de Alimentación de la guardería, aportes nutricionales de refrigerios y almuerzos de la Guardería privada. / Background: In recent years, the prevalence of overweight and obesity in children has increased considerably in the world. Our country is no stranger to this problem, since the numbers of children under 5 years diagnosed with overweight and obesity continue to rise. The causes that can develop overweight and obesity are multiple, these are: endocrine alterations, genetic syndromes, psychological factors, environmental factors, etc. One of the alterations that may predispose to excessive weight gain is Down Syndrome or also called Trisomy 21. Methodology: We evaluated by anthropometry 33 children under 5 years diagnosed with Down Syndrome with indicators height / age (SIZE / AGE), weight / age (WEIGHT / AGE), weight / height (WEIGHT / SIZE) and body mass index / Age (BMI / AGE). In addition, knowledge, attitudes and practices of various subjects were evaluated to 40 parents of children, 8 teachers and 2 service personnel of the Nursery House Belén de Osma. Results: According to the size / age indicator, 76% of the children evaluated had a normal diagnosis, while 21% had mild growth retardation. Also, according to the indicator, BMI / AGE was diagnosed 50% of the children evaluated diagnosed of being overweight, 25% were at risk of being overweight and the remaining 25% presented a diagnosis of obesity. Conclusions: The anthropometric and biochemical nutritional status of the children was evaluated; In addition, the nutritional quality of lunchboxes sent to classroom children was evaluated: Nursery and Pre-school. Also, it was evaluated to evaluate the current system of the Nursery Food Service, nutritional contributions of snacks and lunches of the private Nursery. / Trabajo de investigación

De fato, por não existir um levantamento antropométrico de crianças com síndrome de Down no Brasil, foi realizado em São Paulo um estudo biométrico prospectivo que permitiu a elaboração de curvas antropométricas avaliando taxas de peso, estatura e perímetro cefálico elaboradas por tabelas e gráficos com valores lapidados de 4 percentis de dois grupos etários de ambos os sexos divididos de 0-24 meses e de 2-8 anos respectivamente.o estudo considerou e excluiu, quando pertinente, fatores ambientais ou genéticos paralelos que eventualmente pudessem interferir nas variáveis avaliadas. A ampla revisão bibliográfica e a comparação dos dados antropométricos permitiram enfatizar a importância de curvas padrões nacionais para estatura, peso e perímetro cefálico de crianças com síndrome de Down, facilitando o diagnóstico diferencial entre outros comprometimentos clínicos, auxiliando na intervenção clínico-Iaboratorial, na prevenção e acompanhamento médico. / Considerint that there is any anthropometrical evaluation in children with Down\'s syndrome in Brazil, the objective of this prospective biometric investigation was to construct anthropometrical curves for weight, stature and cephalic perimeter in children with Down\' s syndrome living in São Paulo urban area. Ali measurements were obtained from January 1980 to December 1999. Ali height or cephalic perimeter values 10% below or above and weight values 16% below or above of the 1st and 3rd quartile were excluded. Tables for each sex during 0-24 months and 2-8 years were presented in mean, standard deviations, percentiles and quartiles and graphics were presented in percitiles. Environmental and genetic factors associated that could interfere in development were identified and the proband excluded from the sample. The employing of a national pattem curve of stature, weight and cephalic perimeter for individuaIs with Down\' s syndrome would be useful in differential diagnosis among other clinical disorders associated to this genetic malformation providing better clinical intervention and prevention of comorbidity.

De fato, por não existir um levantamento antropométrico de crianças com síndrome de Down no Brasil, foi realizado em São Paulo um estudo biométrico prospectivo que permitiu a elaboração de curvas antropométricas avaliando taxas de peso, estatura e perímetro cefálico elaboradas por tabelas e gráficos com valores lapidados de 4 percentis de dois grupos etários de ambos os sexos divididos de 0-24 meses e de 2-8 anos respectivamente.o estudo considerou e excluiu, quando pertinente, fatores ambientais ou genéticos paralelos que eventualmente pudessem interferir nas variáveis avaliadas. A ampla revisão bibliográfica e a comparação dos dados antropométricos permitiram enfatizar a importância de curvas padrões nacionais para estatura, peso e perímetro cefálico de crianças com síndrome de Down, facilitando o diagnóstico diferencial entre outros comprometimentos clínicos, auxiliando na intervenção clínico-Iaboratorial, na prevenção e acompanhamento médico. / Considerint that there is any anthropometrical evaluation in children with Down\'s syndrome in Brazil, the objective of this prospective biometric investigation was to construct anthropometrical curves for weight, stature and cephalic perimeter in children with Down\' s syndrome living in São Paulo urban area. Ali measurements were obtained from January 1980 to December 1999. Ali height or cephalic perimeter values 10% below or above and weight values 16% below or above of the 1st and 3rd quartile were excluded. Tables for each sex during 0-24 months and 2-8 years were presented in mean, standard deviations, percentiles and quartiles and graphics were presented in percitiles. Environmental and genetic factors associated that could interfere in development were identified and the proband excluded from the sample. The employing of a national pattem curve of stature, weight and cephalic perimeter for individuaIs with Down\' s syndrome would be useful in differential diagnosis among other clinical disorders associated to this genetic malformation providing better clinical intervention and prevention of comorbidity.

No description available.

<p>Research shows that phonological processing skill is the greatest single predictor for reading ability and it is agreed that phonological awareness specific tasks correlate positively with literacy acquisition in typically developing children. Children with Down’s syndrome are at risk for reading acquisition difficulties, primarily because of their reduced phonological awareness and a phonological awareness based approach to literacy has been shown to be beneficial for them. The aim of the present study was to investigate if the PhonicStick can be used to initiate interest in language play in children with Down’s syndrome, in order to stimulate their reduced phonological awareness. Six children with Down’s syndrome between five and 15 years of age, currently enrolled within the UK educational system, were recruited to participate in six sessions; two sessions of pre- and post testing of their phonological awareness, and four intervention sessions with the PhonicStick. During the intervention sessions, the ability to remember the six phonemes of the PhonicStick, to generate three-phoneme combinations, to produce given target real words or non-words and to perform in phoneme substitution tasks using the PhonicStick were investigated. The results of this study show that the PhonicStick, with advantage, can be used to introduce and enhance phonological awareness in children with Down’s syndrome and that an increase in phonological awareness is possible even during a short time of practise with the PhonicStick. Since children with Down’s syndrome benefit from a phonological awareness based approach to literacy, practising phonological awareness skills through language play with the PhonicStick might also have a future positive effect on their literacy acquisition.</p> / <p>Tidigare forskning visar att fonologisk medvetenhet är den främsta prediktorn för läs- och skrivkunnighet och att övning i fonologisk medvetenhet korrelerar positivt med läs- och skrivinlärning hos barn med typisk läs- och skrivutveckling. Barn med Downs syndrom riskerar att utveckla läs- och skrivsvårigheter framförallt till följd av nedsatt fonologisk medvetenhet och det har även visats att en metod för läs- och skrivinlärning baserad på fonologisk medvetenhet, kan gagna dem. Syftet med den här studien var att undersöka om the PhonicStick kan användas för att initiera intresse till språklek hos barn med Downs syndrom, med avsikt att stimulera deras fonologiska medvetenhet. Sex barn med Downs syndrom, i åldrarna fem till 15 år, inskrivna i det brittiska skolsystemet, medverkade i två sessioner bestående av pre- och post testning av fonologisk medvetenhet, och fyra interventionssessioner med the PhonicStick. Under interventionssessionerna undersöktes förmågan att komma ihåg placering av fonem hos the PhonicStick och med den generera kombinationer av fonem (dvs. ord), generera givna målord och substituera fonem i ord. Resultaten visar att the PhonicStick med fördel kan användas för att introducera och öka den fonologiska medvetenheten hos barn med Downs syndrom och att en ökning är möjlig även efter kort tids träning. Eftersom en metod för läs- och skrivinlärning baserat på fonologisk medvetenhet gagnar barn med Downs syndrom skulle övning av fonologisk medvetenhet genom språklekar med the PhonicStick även kunna ha en långsiktig positiv inverkan på deras läs- och skrivkunnighet.</p>

Research shows that phonological processing skill is the greatest single predictor for reading ability and it is agreed that phonological awareness specific tasks correlate positively with literacy acquisition in typically developing children. Children with Down’s syndrome are at risk for reading acquisition difficulties, primarily because of their reduced phonological awareness and a phonological awareness based approach to literacy has been shown to be beneficial for them. The aim of the present study was to investigate if the PhonicStick can be used to initiate interest in language play in children with Down’s syndrome, in order to stimulate their reduced phonological awareness. Six children with Down’s syndrome between five and 15 years of age, currently enrolled within the UK educational system, were recruited to participate in six sessions; two sessions of pre- and post testing of their phonological awareness, and four intervention sessions with the PhonicStick. During the intervention sessions, the ability to remember the six phonemes of the PhonicStick, to generate three-phoneme combinations, to produce given target real words or non-words and to perform in phoneme substitution tasks using the PhonicStick were investigated. The results of this study show that the PhonicStick, with advantage, can be used to introduce and enhance phonological awareness in children with Down’s syndrome and that an increase in phonological awareness is possible even during a short time of practise with the PhonicStick. Since children with Down’s syndrome benefit from a phonological awareness based approach to literacy, practising phonological awareness skills through language play with the PhonicStick might also have a future positive effect on their literacy acquisition. / Tidigare forskning visar att fonologisk medvetenhet är den främsta prediktorn för läs- och skrivkunnighet och att övning i fonologisk medvetenhet korrelerar positivt med läs- och skrivinlärning hos barn med typisk läs- och skrivutveckling. Barn med Downs syndrom riskerar att utveckla läs- och skrivsvårigheter framförallt till följd av nedsatt fonologisk medvetenhet och det har även visats att en metod för läs- och skrivinlärning baserad på fonologisk medvetenhet, kan gagna dem. Syftet med den här studien var att undersöka om the PhonicStick kan användas för att initiera intresse till språklek hos barn med Downs syndrom, med avsikt att stimulera deras fonologiska medvetenhet. Sex barn med Downs syndrom, i åldrarna fem till 15 år, inskrivna i det brittiska skolsystemet, medverkade i två sessioner bestående av pre- och post testning av fonologisk medvetenhet, och fyra interventionssessioner med the PhonicStick. Under interventionssessionerna undersöktes förmågan att komma ihåg placering av fonem hos the PhonicStick och med den generera kombinationer av fonem (dvs. ord), generera givna målord och substituera fonem i ord. Resultaten visar att the PhonicStick med fördel kan användas för att introducera och öka den fonologiska medvetenheten hos barn med Downs syndrom och att en ökning är möjlig även efter kort tids träning. Eftersom en metod för läs- och skrivinlärning baserat på fonologisk medvetenhet gagnar barn med Downs syndrom skulle övning av fonologisk medvetenhet genom språklekar med the PhonicStick även kunna ha en långsiktig positiv inverkan på deras läs- och skrivkunnighet.

Mental retardation is a heterogeneous group of disorders with countless causes. It is characterised by cognitive and functional limitations in everyday skills, for example social skills, communication skills and motor skills and can be classified in behavioural, etiological and educational systems. Down's syndrome and Fetal Alcohol Syndrome are two of the many syndromes defined under mental retardation. The goal of this dissertation was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Down's syndrome and Fetal Alcohol Syndrome. These aims were addressed by structuring the dissertation in five chapters: Chapter one constituting the introduction and statement of the problem, Chapter 2 presenting a review of relevant literature, Chapters 3 and 4 consisting of two research articles, addressing the specific aims of the study, and Chapter 5 including the summary, conclusions and recommendations. All the children who participated in the study were intuitionalized in a school for the mentally and physically handicapped. The MABC-test was used as the main evaluation instrument, and components of the Charlop-Atwell test were used to evaluate the coordination skills of the children with Down's syndrome. The first aim of this study was to determine the effect of a specially designed water activity intervention programme on the motor proficiency levels of children with Down's syndrome. Six children classified as having Down's syndrome, formed part of the research group. Their chronological age ranged between 9 and 14 years while their mental age classification was that of a 4 to 5 year old. The data was analysed by means Summary of descriptive statistics, and effect sizes were determined. The second aim of the study was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Fetal Alcohol Syndrome. Six children participated in the programme. Their chronological age ranged between 7 and 17 years while their mental age classification was that of a 4 to 11 year old. Reporting the results were in the form of case studies, and effect sizes of differences were determined. With regard to the first aim of the study the results indicated that the motor proficiency levels of the experimental group with Down's syndrome improved, especially regarding the MABC-total, balance- and total body coordination skills. With reference to the second aim of the study, the results indicated that improvement in the motor proficiency levels of the children with Fetal Alcohol Syndrome had a lasting effect. The MABC total, ball skills and manual dexterity were the components that showed the best improvement. It can be concluded that a water activity intervention programme is a suitable method for rectifying motor deficiencies among children with Down's syndrome and Fetal Alcohol Syndrome. Recommendations for the improvement of the water activity programme were presented, as well as suggestions for further studies. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2004.

Mental retardation is a heterogeneous group of disorders with countless causes. It is characterised by cognitive and functional limitations in everyday skills, for example social skills, communication skills and motor skills and can be classified in behavioural, etiological and educational systems. Down's syndrome and Fetal Alcohol Syndrome are two of the many syndromes defined under mental retardation. The goal of this dissertation was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Down's syndrome and Fetal Alcohol Syndrome. These aims were addressed by structuring the dissertation in five chapters: Chapter one constituting the introduction and statement of the problem, Chapter 2 presenting a review of relevant literature, Chapters 3 and 4 consisting of two research articles, addressing the specific aims of the study, and Chapter 5 including the summary, conclusions and recommendations. All the children who participated in the study were intuitionalized in a school for the mentally and physically handicapped. The MABC-test was used as the main evaluation instrument, and components of the Charlop-Atwell test were used to evaluate the coordination skills of the children with Down's syndrome. The first aim of this study was to determine the effect of a specially designed water activity intervention programme on the motor proficiency levels of children with Down's syndrome. Six children classified as having Down's syndrome, formed part of the research group. Their chronological age ranged between 9 and 14 years while their mental age classification was that of a 4 to 5 year old. The data was analysed by means Summary of descriptive statistics, and effect sizes were determined. The second aim of the study was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Fetal Alcohol Syndrome. Six children participated in the programme. Their chronological age ranged between 7 and 17 years while their mental age classification was that of a 4 to 11 year old. Reporting the results were in the form of case studies, and effect sizes of differences were determined. With regard to the first aim of the study the results indicated that the motor proficiency levels of the experimental group with Down's syndrome improved, especially regarding the MABC-total, balance- and total body coordination skills. With reference to the second aim of the study, the results indicated that improvement in the motor proficiency levels of the children with Fetal Alcohol Syndrome had a lasting effect. The MABC total, ball skills and manual dexterity were the components that showed the best improvement. It can be concluded that a water activity intervention programme is a suitable method for rectifying motor deficiencies among children with Down's syndrome and Fetal Alcohol Syndrome. Recommendations for the improvement of the water activity programme were presented, as well as suggestions for further studies. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2004.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-10-05T12:22:07Z No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:24:20Z (GMT) No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:24:27Z (GMT) No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) / Made available in DSpace on 2016-10-20T19:24:34Z (GMT). No. of bitstreams: 1 DissMVBD.pdf: 2763464 bytes, checksum: 4692f425e6ccc42d8835f1ccdf534668 (MD5) Previous issue date: 2016-05-30 / Não recebi financiamento / The literature highlights the importance of Emerging Literacy and the development of knowledge about writing and its functions acquired by children in the period of early childhood education for success in literacy. The research shows that, through contacts with actions of reading and writing conducted by adults, young children with typical development and non-typical develop: 1) interest in books; 2) interest in stories read by the adult; 3) active participation while reading; 4) knowledge about the book handling; 5) direction of reading; 6) concepts about writing conventions; 7) distinction between written and unwritten; 8) functions of writing; 9) recognition of global and common words in the environment; 10) recognition of the first name; 11) reading pretends; 12) tracing and evidence of the alphabetic foundation. The main objective of the study was to examine the development of knowledge, skills and attitudes of the emerging literacy of students with intellectual disabilities exposed to a contact experience with reading books and encouragement to participate in activities that stimulated the different components of emergent literacy. This study is characterized as a single subject design. Study participants were two students with intellectual disabilities and Down syndrome attending the resource room of a public school in ordinary school with kindergarten rooms. The activities were conducted individually by the proposer of the study. Participant 1 had the opportunity to participate in 15 sessions of weekly activities and Participant 2 in 11 stimulating sessions, of different components of emerging literacy. As a result of the program, the study participants were able to become familiar with the components of emergent literacy through shared reading, the autonomy to choose the books, hear a variety of stories with effective participation, and participation in activities that contributed to the understanding of conditions which appears necessary for the acquisition of emergent literacy components occurred during the sessions. The participants demonstrated a reduced evolution relative to the emerging literacy regarding the writing activities, which were not present in the repertoire of the participants at the beginning of the intervention.They identify conditions that may have contributed to the results that were not consistent with results obtained in similar studies. / A literatura mostra a importância que os conhecimentos sobre a escrita e suas funções adquiridos pelas crianças pequenas têm para o sucesso na aquisição das aprendizagens de leitura e escrita requeridas nas séries iniciais do Ensino Fundamental. O presente estudo insere-se em uma linha de pesquisa que tem procurado investigar condições para promoção do letramento emergente de alunos com deficiência intelectual. Pesquisas têm mostrado que, por meio de contatos com atos de leitura e escrita conduzidos pelos adultos ao longo do período de educação infantil, crianças com ou sem deficiência vão aprendendo sobre os componentes da Escala de Letramento Emergente, sendo eles: 1) interesse por livros; 2) interesse durante a leitura de histórias feita pelo adulto; 3) participação ativa durante a leitura; 4) conhecimento sobre o manuseio do livro; 5) orientação da leitura; 6) conceitos sobre escrita; 7) relação entre a palavra falada e a escrita; 8) funções da escrita; 9) reconhecimento de palavras globais e comuns no ambiente; 10) reconhecimento do primeiro nome; 11) leitura de faz de conta; 12) traçado e evidência do princípio alfabético. O objetivo principal do estudo foi examinar e analisar o desempenho de alunas com deficiência intelectual da educação infantil, após intervenção planejada pautada nos componentes básicos do letramento emergente. O estudo foi caracterizado como delineamento de sujeito único. Foram participantes do estudo duas alunas com deficiência intelectual e síndrome de Down que frequentavam a sala de recursos de uma escola pública de ensino comum, com salas de educação infantil. A participante 1 teve oportunidade de participar em 15 sessões de atividades semanais e a Participante 2, em 11 sessões de estimulação, dos diferentes componentes de letramento emergente. O programa foi aplicado individualmente pela pesquisadora responsável pelo estudo a partir de uma avaliação inicial (pré-teste) e avaliação final (pós-teste). Foi aplicada uma escala para avaliação dos componentes do letramento emergente no início e no final da intervenção. Como resultado do programa, as participantes do estudo puderam se familiarizar com os componentes do letramento emergente por meio da leitura compartilhada, da autonomia para escolha dos livros, em ouvir uma diversidade de histórias com participação efetiva, e a participação em atividades que contribuíram para o entendimento de condições que se mostram necessárias à aquisição dos componentes do letramento emergente ocorridos ao longo das sessões. As participantes demonstraram uma evolução reduzida em relação ao domínio dos componentes do letramento emergente no que tange as atividades escrita, e que ainda não estavam presentes no repertório das participantes no início da intervenção. Identificam-se condições que possam ter contribuído para que esses resultados relacionados a escrita não fossem consistentes com os resultados obtidos em estudos semelhantes.

El presente estudio tiene como objetivo analizar la relación entre los estilos de afrontamiento y adaptación cognitiva en madres de hijos con Síndrome de Down. Se tomó una muestra conformada por (N= 44) madres de entre 26 y 63 años, que cumplen un rol de cuidador y un 52% trabaja o tiene una ocupación. Se empleó un muestreo no probabilístico de tipo bola de nieve mediante las redes sociales, la aplicación virtual de los cuestionarios respectivos: ficha sociodemográfica, el Cuestionario de Estimación de afrontamiento (COPE) y la Escala de Adaptación cognitiva para Síndrome de Down (ACODOWN). Los resultados encontrados muestran relaciones moderadas y grandes en el área de percepción (- .32 < rw < - .62) mientras que en el área de problema y emoción se encontraron pequeñas y triviales (.02 < rw < .22), al igual que la implicación directa con el recibir apoyo que cumple un factor vital. / The present study aims to analyze the relationship between coping styles and cognitive adaptation in mothers of children with Down syndrome. The sample consisted of (N= 44) mothers between 26 and 63 years of age, who are caregivers and 52% of whom work or have an occupation. A non-probabilistic snowball sampling was used through social networks, the virtual application of the respective questionnaires: sociodemographic card, the Coping Coping Estimation Questionnaire (COPE) and the Cognitive Adaptation Scale for Down Syndrome (ACODOWN). The results found show moderate and large relationships in the area of perception (- .32 < rw < - .62) while in the area of problem and emotion small and trivial relationships were found (.02 < rw < .22), as was the direct involvement with receiving support that fulfills a vital factor. / Tesis