Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T16:59:00Z No. of bitstreams: 1 Elizangela André dos Santos.pdf: 1547132 bytes, checksum: fef3a67ae4b096a24379ddec53154391 (MD5) / Made available in DSpace on 2016-08-09T16:59:00Z (GMT). No. of bitstreams: 1 Elizangela André dos Santos.pdf: 1547132 bytes, checksum: fef3a67ae4b096a24379ddec53154391 (MD5) Previous issue date: 2016-03-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis described and interpreted speeches by municipal councilors of law of the city São Paulo, on education and care of young children from 0 to 3 years. The focus problematized inequality in terms of offers and conditions of stay in education policy in Brazil. The Child Law Advice and adolescents are joint bodies composed of representatives of civil society and government with voluntary work. Municipal Councils Law of Children and adolescents should play social control and political act in accordance with the child's status and adolescents (ECA). The results indicate that the nursery not yet occupied a place in CMDCA / SP according to the respondents. The purpose of the discussion is to affirm the importance of coordination and demand of social movements in the Child Law Advice and adolescents in an effort to ensure the right to education and care for infants and children up to three years in order to make it difficult for familiaristas and emergency policies to the detriment of the right of children to quality education. Social Studies of Childhood advocate childhood as a social and historical construction, proposing a visibility of children in academic research and data, encouraging reflection and defense unequal access to public policies for infants and children. The theory of ideology developed by John B. Thompson (2011) seeks to analyze how the symbolic forms can be used to establish and maintain relations of domination in modern societies and in certain socio-historical contexts. To perform the interpretation, they were used to Hermenêutica Thompson depth authoring (2011), as well as the content analysis developed by Rosenberg (1981) and Bardina (1977) / A presente dissertação descreveu e interpretou discursos proferidos por conselheiras municipais de direito da cidade São Paulo, sobre educação e cuidado de crianças pequenas de 0 a 3 anos. O enfoque problematizou a desigualdade em termos de ofertas e condições de permanência nas políticas educacionais no Brasil. Os Conselhos de Direito da criança e do adolescente são órgãos paritários, compostos por representantes da sociedade civil e do poder público com atuação voluntária. Os Conselhos Municipais de direito da Criança e do adolescente devem desempenhar o controle social bem como deliberar políticas em conformidade com o Estatuto da criança e do adolescente (ECA). Os resultados obtidos indicam que a creche ainda não ocupou um lugar no CMDCA/SP segundo as entrevistadas. O intuito da discussão é afirmar a importância da articulação e reivindicação dos movimentos sociais nos Conselhos de Direito da criança e do adolescente, no esforço para garantir o direito à educação e cuidado para bebês e crianças pequenas de até três anos, de forma a dificultar que políticas familiaristas e emergenciais em detrimento do direito à educação infantil de qualidade. Os Estudos Sociais da Infância defendem a infância como uma construção social e histórica, propondo uma visibilidade das crianças nas pesquisas acadêmicas e nos dados, favorecendo a reflexão e defesa ao acesso desigual às políticas públicas para bebês e crianças pequenas. A teoria da ideologia elaborada por John B. Thompson (2011) busca analisar como as formas simbólicas podem ser usadas para estabelecer e manter relações de dominação nas sociedades modernas e em determinados contextos sócio-históricos. Para realizar a interpretação, foram utilizadas a Hermenêutica da profundidade de autoria de Thompson (2011), bem como a análise de conteúdo desenvolvido por Rosemberg (1981) e Bardina (1977)

Children who are abused are at a higher risk for developing a disability, and, conversely, children with a disability are at a higher risk of being abused and neglected. I know that you don’t want to hear any more, but you need to, because you can help. This presentation will use a case study approach to focus on the actions of professionals who were trying to do the very best for a young child who became disabled as a result of abuse. Though the outcome met all of the specific requirements of child welfare and early intervention programs, clearly the outcome was not the best for this child and family. In this session using the new DEC Recommended Practices, participants will develop a picture of how the DEC RP might have been used and how the result would have been very different.

Wisconsin's Quality Rating and Improvement System (QRIS) was implemented in 2010 to improve quality of care for young children enrolled in childcare programs. Due to the recent initiation of the state's QRIS, empirical evidence on the effectiveness of the initiative to improve quality care for young children is limited. This qualitative case study explores childcare stakeholders' perceptions on the effectiveness of Wisconsin's QRIS as a quality improvement program. Bronfenbrenner theorized that exosystems such as state governments impact early childhood environments and the development of young children through initiation of programs. The research questions address the efficiency of the state's QRIS and the effects of the program on children, parents, and providers. Data sources included interviews exploring stakeholders' perceptions (n = 8), analysis of documents, and observations of childcare teachers (n = 2) for substantiation of effects. Using NVivo to aid in coding and theme development, the data showed that childcare stakeholders had positive and negative viewpoints on the expectations and effectiveness of the QRIS. Stakeholders acknowledged that the initiative enhanced the quality of programming for young children. Due to increased formal education requirements for caregivers and classroom expectations, the participants responded negatively about the effects of the QRIS on childcare staff. To improve the state's QRIS, stakeholders suggested that all state licensed childcare providers be mandated to participate, formal raters assess the quality in accredited and city certified childcare programs, and frequent communications between officials to eliminate misinformation. The recommendations may help the initiative operate more efficiently and effectively, thereby improving the quality in childcare programs and enhancing the development of young children.

Une étude de la croissance et de l'alimentation de l'enfant en milieu urbain à Dakar (Sénégal) a été réalisée auprès de 1479 enfants de la naissance à l'âge de 36 mois et de leurs mères. Deux zones de niveau socio-économique contrasté dans le milieu urbain ont été sélectionnées : la zone de Médina, au centre de Dakar et la zone de Pikine, aux portes de Dakar. L'enquête s'articule autour du recueil de données anthropométriques chez les couples mère-enfant sélectionnés selon des critères objectifs de « bonne santé » et de la collecte d'un vaste ensemble de données environnementales (socioéconomiques, sociodémographiques, sanitaires et biologiques). L'approche quantitative de la croissance et de l'alimentation de l'enfant s'est effectuée par questionnaire auprès des mères sélectionnées. L'approche qualitative par focus group a permis d'apporter un éclairage plus fin des tendances observées dans l'enquête quantitative. Les données de l'enquête transversale sur la croissance de l'enfant ont été utilisées pour étudier les paramètres staturo-pondéraux des enfants, selon des variations imputables au genre, à l'âge de l'enfant ou à la zone de résidence. Peu de différences sont apparues dans la croissance entre Pikine et Médina. L'état nutritionnel des enfants (définis selon la norme de croissance OMS 2006) se dégrade néanmoins avec l'âge. La malnutrition s'exprime sous des signes différents selon la zone de résidence mais n'est pas plus fréquente dans la zone moins favorisée de Pikine. En revanche, les déterminants de la malnutrition sont communs aux deux zones enquêtées et laisse peu de place aux facteurs socio-économiques. / A population-based study about growth and feeding practices was conducted with a cluster sample of 1479 aged 0 to 36 months and their mother, in the urban area of Dakar (Senegal). In this urban area, two socioeconomic contrasted areas were selected : Medina zone, in the center of Dakar and Pikine zone, located at the city's doorstep. This study is organized around an anthropometric survey of healthy children and their mother and an extensive data collection (socioeconomic, socio-demographic, health and biological data). Questionnaires were addressed to the mothers and belong to the quantitative approach of growth and feeding practices among children. The aim of the qualitative approach by focus groups was to shed light on trends revealed by questionnaires analysis. Cross-sectional data extracted from a growth survey were used to determine the variation in the growth parameters due to sex, child's age or place of residence. Some minor differences could be observed between Pikine and Medina. Nutritional status (assessed by new WHO Growth Standards) decline as children are getting older. Among the two areas, malnutrition exists in different form but it's not area specific since the less-favoured area (Pikine) is not more affected by it. Nonetheless, there are common factors associated with malnutrition, which indicate the low economic impact. Birth-weight and maternal body mass index systematically belongs to the same and most explicative statistics models. The role of feeding practices (apprehended by food consumption) is not that important to explain malnutrition.

<p>Tidigare forskning behandlar vad och hur mycket barn äter samt hur mycket och på vilket sätt barn är fysiskt aktiva. Syftet med studien var därför att beskriva förskolepersonals syn på små barns rörelse- och matvanor samt på hur de kan stötta föräldrar till att skapa hälsosamma vanor för sina barn. Sex semistrukturerade kvalitativa intervjuer genomfördes med personer som arbetat inom förskola i minst 15 år. Intervjuerna spelades in med hjälp av diktafon vartefter de transkriberades och analyserades. Resultatet kunde delas in i tre kategorier: <em>Små barns rörelse- och matvanor på och utanför förskola</em>, <em>Faktorer som påverkar små barns rörelse- och matvanor</em> samt <em>Kommunikation som stöd till föräldrar</em>. Informanterna ansåg att små barn främst rör på sig genom organiserade aktiviteter utanför förskola. Informanterna ansåg att små barn äter mer på förskola än utanför, vilket kan förklaras av bekanta rutiner i kombination med en positiv och social kontext. Informanterna ansåg att de kan stötta föräldrar till att skapa hälsosamma vanor för sina barn genom kommunikation, samtidigt som de försöker få föräldrar att känna sig självständiga i sin föräldraroll genom att inte påpeka vad de anser är rätt eller fel. Då det framkom att informanterna upplever att många föräldrar är osäkra i sin roll och att de anser att det påverkar små barns rörelse- och matvanor, så vore det intressant att intervjua föräldrar om deras uppfattning av hur de kan stärkas i sin föräldraroll.</p> / <p>Previous studies have focused on what and how much children eat and also how much and in what way children are physical active. Therefore the aim of this study was to describe preschool teachers’ view of young children’s physical activity and eating habits and of how they can support parents to create healthy habits for their children. Six semi structured interviews were conducted with persons that have been working within preschool for at least 15 years. The interviews were recorded with a dictating machine and then transcribed and analyzed. The results were divided into three categories: <em>Young children’s physical activity and eating habits in and outside of preschool</em>, <em>Factors that affects young children’s physical activity and eating habits</em> and <em>Communication as support to parents</em>. The informant’s believed that young children are mainly physical active through organized activities outside of preschool. The informant’s believed that young children eat more at preschool because of familiar routines and a positive and social context. The informant’s try to support parents to create healthy habits for their children by communicating with them, and at the same time they try to make parents feel independent in their role as parents by not pointing out right from wrong. Since the study showed that the informants believed that many parents are insecure in their role as parents and that it affects young children’s physical activity and eating habits, it would be interesting to interview parents about how they believe that they can be strengthened in their role as parents.</p>

Tidigare forskning behandlar vad och hur mycket barn äter samt hur mycket och på vilket sätt barn är fysiskt aktiva. Syftet med studien var därför att beskriva förskolepersonals syn på små barns rörelse- och matvanor samt på hur de kan stötta föräldrar till att skapa hälsosamma vanor för sina barn. Sex semistrukturerade kvalitativa intervjuer genomfördes med personer som arbetat inom förskola i minst 15 år. Intervjuerna spelades in med hjälp av diktafon vartefter de transkriberades och analyserades. Resultatet kunde delas in i tre kategorier: Små barns rörelse- och matvanor på och utanför förskola, Faktorer som påverkar små barns rörelse- och matvanor samt Kommunikation som stöd till föräldrar. Informanterna ansåg att små barn främst rör på sig genom organiserade aktiviteter utanför förskola. Informanterna ansåg att små barn äter mer på förskola än utanför, vilket kan förklaras av bekanta rutiner i kombination med en positiv och social kontext. Informanterna ansåg att de kan stötta föräldrar till att skapa hälsosamma vanor för sina barn genom kommunikation, samtidigt som de försöker få föräldrar att känna sig självständiga i sin föräldraroll genom att inte påpeka vad de anser är rätt eller fel. Då det framkom att informanterna upplever att många föräldrar är osäkra i sin roll och att de anser att det påverkar små barns rörelse- och matvanor, så vore det intressant att intervjua föräldrar om deras uppfattning av hur de kan stärkas i sin föräldraroll. / Previous studies have focused on what and how much children eat and also how much and in what way children are physical active. Therefore the aim of this study was to describe preschool teachers’ view of young children’s physical activity and eating habits and of how they can support parents to create healthy habits for their children. Six semi structured interviews were conducted with persons that have been working within preschool for at least 15 years. The interviews were recorded with a dictating machine and then transcribed and analyzed. The results were divided into three categories: Young children’s physical activity and eating habits in and outside of preschool, Factors that affects young children’s physical activity and eating habits and Communication as support to parents. The informant’s believed that young children are mainly physical active through organized activities outside of preschool. The informant’s believed that young children eat more at preschool because of familiar routines and a positive and social context. The informant’s try to support parents to create healthy habits for their children by communicating with them, and at the same time they try to make parents feel independent in their role as parents by not pointing out right from wrong. Since the study showed that the informants believed that many parents are insecure in their role as parents and that it affects young children’s physical activity and eating habits, it would be interesting to interview parents about how they believe that they can be strengthened in their role as parents.

"Why are you researching us?" ... "Are you a spy?"..."Are you taping right now?" asked children at the ‘Community School,' in those first moments of this qualitative study. This thesis contributes to the growing body of social research in the field of early childhood education, viewing children as capable and competent meaning makers, engaging their input as ‘agentive researchers,’ and reconceptualizing research methodology, play theory, and early childhood teaching practice. Changing contexts of 21st century childhoods, as well as new theories regarding literacy and meaning making, prompted this research involving a reconceptualization of play and its value, within the context of multiliteracies theories and holistic education. This process of reconceptualization was informed by observation (playscapes, places, props, plots, partners and practices) of boys at play considering their meaning-making processes. Through participant observation in a full-day Kindergarten, play episodes were documented (i.e., digital videography, photography, audio recording, field notes, collection of artifacts) and analyzed using a grounded theory approach. Three broad themes emerged. First, physical and social aspects of the Classroom Play Environment were found to be influential in creating conditions for play, influencing the quality of engagement and learning. Ample time, space, freedom of movement, and access to plentiful creative materials were important in children’s active play and meaning making processes. Common behavourist classroom management techniques were avoided in favour of social constructivist approaches, which promoted children’s self-regulation with an aim to recognize and foster their sense of agency, and support emergent play-literacy practices (Hill & Nichols, 2006). Second, children’s explanations regarding the source and inspiration of play themes and interests prompted a reconsideration of ‘spontaneity’ as foundational to a Definition of Play. Defining play processes as “multiliteracies”, and play episodes as “text”, play ideas were found to be intertextually linked to multiple texts including picture books, multimedia, and iconic texts. Third, Boys' Play was observed to involve much movement combined with rough and tumble, pretend, construction, and word play, prompting a re-consideration of ‘narrative’ within the context of play and literacy research literature. As well, boys inquired about gendered play objects and identities in complex and personal ways. This digital thesis document utilized a multimodal design, embedding visual and audio text, creating a new multimodal thesis form with an aim toward considering all modes of meaning making as equal, rather than emphasizing or privileging print text (Jewitt & Kress, 2003).

"Why are you researching us?" ... "Are you a spy?"..."Are you taping right now?" asked children at the ‘Community School,' in those first moments of this qualitative study. This thesis contributes to the growing body of social research in the field of early childhood education, viewing children as capable and competent meaning makers, engaging their input as ‘agentive researchers,’ and reconceptualizing research methodology, play theory, and early childhood teaching practice. Changing contexts of 21st century childhoods, as well as new theories regarding literacy and meaning making, prompted this research involving a reconceptualization of play and its value, within the context of multiliteracies theories and holistic education. This process of reconceptualization was informed by observation (playscapes, places, props, plots, partners and practices) of boys at play considering their meaning-making processes. Through participant observation in a full-day Kindergarten, play episodes were documented (i.e., digital videography, photography, audio recording, field notes, collection of artifacts) and analyzed using a grounded theory approach. Three broad themes emerged. First, physical and social aspects of the Classroom Play Environment were found to be influential in creating conditions for play, influencing the quality of engagement and learning. Ample time, space, freedom of movement, and access to plentiful creative materials were important in children’s active play and meaning making processes. Common behavourist classroom management techniques were avoided in favour of social constructivist approaches, which promoted children’s self-regulation with an aim to recognize and foster their sense of agency, and support emergent play-literacy practices (Hill & Nichols, 2006). Second, children’s explanations regarding the source and inspiration of play themes and interests prompted a reconsideration of ‘spontaneity’ as foundational to a Definition of Play. Defining play processes as “multiliteracies”, and play episodes as “text”, play ideas were found to be intertextually linked to multiple texts including picture books, multimedia, and iconic texts. Third, Boys' Play was observed to involve much movement combined with rough and tumble, pretend, construction, and word play, prompting a re-consideration of ‘narrative’ within the context of play and literacy research literature. As well, boys inquired about gendered play objects and identities in complex and personal ways. This digital thesis document utilized a multimodal design, embedding visual and audio text, creating a new multimodal thesis form with an aim toward considering all modes of meaning making as equal, rather than emphasizing or privileging print text (Jewitt & Kress, 2003).

Tradicionalmente, el concepto de función ejecutiva se ha utilizado para hacer referencia a un comportamiento adaptativo (Mesulam, 2002), que integra y combina habilidades cognitivas que están dirigidas a meta (Welsh, Friedman, y Spieker, 2005). Durante los últimos años se ha asistido a un creciente interés en el estudio de la función ejecutiva en la infancia y niñez (Garon, Bryson, y Smith, 2008). Sin embargo, su exploración ha estado limitada por las dificultades para diseñar tareas adaptadas al nivel de desarrollo de los niños. En general, estas tareas se fundamentan principalmente en el seguimiento de reglas verbales abstractas y analizan el control ejecutivo de los niños en base a sus errores directos. Por el contrario, nuestras tareas permiten la construcción de unas reglas de actuación específicas a partir de las dinámicas que se establecen en el proceso de resolución entre la información perceptiva y la información de la acción, siendo un aspecto fundamental el feedback directo que el sujeto recibe de sus acciones. Asimismo, nuestro diseño metodológico trata de minimizar el papel del lenguaje en la construcción y consecución de la meta. El objetivo general de nuestro estudio fue analizar el desarrollo de la función ejecutiva en niños pequeños en base a las dinámicas entre percepción-acción que se establecen en la resolución de una tarea y que ponen de manifiesto la capacidad del niño para manipular ambas fuentes de información. La muestra estuvo integrada por 150 sujetos de 2.5, 3.5 y 4.5 años de edad, a los que se les administraron tres tareas de distinta dificultad, consistente en la inserción de piezas en unos ejes. Los resultados de este estudio ponen de manifiesto que no sólo la edad guarda una estrecha relación con la habilidad para discernir el criterio adecuado y en concreto, los procesos de cambio y control inhibitorio, sino que la complejidad de la tarea desempeña un papel fundamental. Evidentemente, se producen importantes mejoras con la edad en esas capacidades, pero es realmente la comprensión de la naturaleza de la tarea la que parece desempeñar un papel muy importante en la "voluntad" del niño para querer seguir buscando cómo llegar a la resolución del conflicto. / Traditionally, the concept of executive function has been used to refer to appropriate behaviours (Mesulam, 2002), that integrate and combine cognitive abilities oriented to a goal (Welsh, Friedman, & Spieker, 2005). In last years, a growing interest in the study of executive function in infancy and childhood has developed (Garon, Bryson, & Smith, 2008). However, its study has been limited due to difficulties in designing tasks that are adapted to the subjects' developmental level. In general, these tasks are mainly based in following abstract, verbal rules and analyze executive control based on direct errors. In contrast to this sort of tasks, our tasks allowed the subjects to build their own rules from the dynamics established between perceptual and action information in the resolution process, so that the direct feedback that children received from their action is crucial. Moreover, our procedure tries to minimize the role of language during goal construction and attainment. The general aim of this study was analysing the development of executive function in young children through the dynamics between perception and action established in the resolution of a task. These will show children's ability to work with both information sources. 150 children (2.5, 3.5, and 4.5 years of age) participated in this study. They were asked to complete three different tasks with an increasing difficulty based on inserting wooden pieces in their axes. Results showed that not only age is related to the ability to discriminate the right criterion to solve the task, but also the processes of change, inhibitory control and task complexity are key questions. Obviously, there's an improvement with age in these abilities, but what seems to be the most relevant aspect in this sort of tasks is that children were able to understand the nature of the task and this contribute to their "willing" to keep looking for a solution to the problem.

Purpose: The current thesis assignment aims to explain, understand and follow the strategies the young children employ into a conception of numbers. This thesis is based on a study performed by Doverborg and Pramling Samuelson. The following research questions serve to refine the stated goal: How mathematical thinking regarding conception of numbers occurs within younger children and which strategies they use? How is the interaction between the teacher and the younger children? Method: The study is organized as a qualitative study and was conducted in a pre-school with a group of four children. The children that have participated within my study are between two and three years old. They were filmed in four exercises. Then the films were transcribed. The method used is an analytic approach intentional analysis which allows studying the children´s strategies according to the established questions and also it makes it possible to follow how they think regarding mathematics. Conclusion: My study group shows in the final results that they in their strategies made use of one or more principles in their conception of numbers. / Syfte: Bidra till en bättre förståelse för små barns tänkande kring matematik. Jag utgår ifrån Doverborg och Pramling Samuelsons studie som behandlar antalsuppfattning i matematik hos de yngsta barnen. Följande frågeställningar syftar har undersökts: Hur sker de yngsta barnens matematiska tänkande omkring antalsuppfattning och vilka strategier de använder sig av? Hur sker samspelet mellan pedagogen och de yngre barnen? Metod: Studien är upplagd som en kvalitativ studie och genomfördes i en förskola med en grupp på fyra barn. De barn som har deltagit i min studie är mellan två och tre år gamla. De filmades i fyra övningar varefter filmsekvenserna transkriberades. Metoden som använts är en analytisk metod intentionell analys som gör det möjligt att studera barnens strategier i enlighet med fastställda frågor och även gör det möjligt att följa hur de tänker om matematik. Slutsats: Min undersökningsgrupp visar i slutresultatet att de i sina strategier använde sig av en eller flera principer i antalsuppfattning, nämligen principen om ett till ett korespondens, principen om den stabila ordningen, kardinalprincipen, och principen om godtycklig ordning. Barnen kan också urskilja grupper av två eller tre föremål, det vill säga subitizing.