Este trabalho investigou o processo de emergência de inglês em crianças de dezoito meses a três anos de idade em ambiente escolar de imersão através de uma pesquisa etnográfica. Em escola internacional, esse grupo de sete crianças (cinco brasileiros e dois sino-brasileiros), observado entre fevereiro e junho de 2008, deu os primeiros passos para a internalização da língua adicional através da interação dialógica entre seus professores e coetâneos, principalmente no momento da roda. Neste contexto, buscamos entender melhor os conceitos vygotskianos de atividades inter- e intramentais e a importância da convivência social para a internalização de conhecimento. Consideramos a relevância do gesto como primeira forma de expressão extraverbal da criança. Para analisarmos melhor a interação dialógica entre os integrantes da sala de aula, procuramos beneficiar-nos da área de estudos linguísticos, especificamente o conceito discursivo de tutela reflexiva e linguística proposto por Bitar (2002) e como a interação em pares, aplicada à realidade da criança pequena, pode proporcionar a apropriação e a internalização da linguagem. Pesquisamos sobre a importância da brincadeira livre para os desenvolvimentos linguístico e cognitivo da criança, através de estudos de Brougère (1993, 1995, 1999, 2000, 2004, 2005) e Kishimoto (1994, 1996, 1998, 2001, 2007). Esta pesquisa de abordagem interdisciplinar busca benefícios das áreas da Teoria Sociocultural, da Linguística Pragmática e da Educação. Após uma análise dos dados coletados, a roda mostrou-se um momento que proporcionou uma vivência positiva no contínuo plurilíngue de emergência em inglês pelas crianças, mas ainda era totalmente dirigido pelo professor. Ao final do trabalho, propomos um momento prévio de livre exploração pela criança que sirva para a criação de uma roda mais participativa, ou seja, uma roda social, a favor de proporcionar uma vivência mais completa pela criança pequena na língua adicional. / This study investigated the emergency process of English by eighteen-month-old to three-year-old children in an immersive school environment through ethnographic research. In an international school, this group of seven children (five Brazilian and two Chinese-Brazilian), observed from February to June 2008, gave the first steps towards the internalization of an additional language through a dialogic interaction among teachers and colleagues, meanly during circle time. In this context, we attempted a better understanding of the Vygotskian concepts of inter and intramental activities and the importance of social contact for knowledge internalization. We considered the relevance of gestures as the first childs extraverbal expression. To better analyze the dialogic interaction among the classroom participants, we benefited from the linguistic studies, specifically the discursive concept of reflexive and linguistic tutelage proposed by Bitar (2002) and how the interaction in pairs, applying it to the young child, may enhance language learning. We researched the importance of free play for the linguistic and cognitive development of the child, through Brougéres (1993; 1995; 1999; 2000; 2004; 2005) and Kishimotos (1994; 1996; 1998; 2001; 2007) studies. This research adopts an interdisciplinary approach since it gathers benefits from Sociocultural Theory, Pragmatic Linguistics and Education. After the collected data analysis, circle time seemed to be a moment that promoted a positive experience along the emergency continuum in English by the children but it was still a guided moment by the teacher. By the end of this paper, we suggest a previous moment of free exploration by the child, that would help create a more dynamic circle time concerning participation, in other words, a social circle time, in favor of providing a deeper childs experience in the additional language.

Este trabalho investigou o processo de emergência de inglês em crianças de dezoito meses a três anos de idade em ambiente escolar de imersão através de uma pesquisa etnográfica. Em escola internacional, esse grupo de sete crianças (cinco brasileiros e dois sino-brasileiros), observado entre fevereiro e junho de 2008, deu os primeiros passos para a internalização da língua adicional através da interação dialógica entre seus professores e coetâneos, principalmente no momento da roda. Neste contexto, buscamos entender melhor os conceitos vygotskianos de atividades inter- e intramentais e a importância da convivência social para a internalização de conhecimento. Consideramos a relevância do gesto como primeira forma de expressão extraverbal da criança. Para analisarmos melhor a interação dialógica entre os integrantes da sala de aula, procuramos beneficiar-nos da área de estudos linguísticos, especificamente o conceito discursivo de tutela reflexiva e linguística proposto por Bitar (2002) e como a interação em pares, aplicada à realidade da criança pequena, pode proporcionar a apropriação e a internalização da linguagem. Pesquisamos sobre a importância da brincadeira livre para os desenvolvimentos linguístico e cognitivo da criança, através de estudos de Brougère (1993, 1995, 1999, 2000, 2004, 2005) e Kishimoto (1994, 1996, 1998, 2001, 2007). Esta pesquisa de abordagem interdisciplinar busca benefícios das áreas da Teoria Sociocultural, da Linguística Pragmática e da Educação. Após uma análise dos dados coletados, a roda mostrou-se um momento que proporcionou uma vivência positiva no contínuo plurilíngue de emergência em inglês pelas crianças, mas ainda era totalmente dirigido pelo professor. Ao final do trabalho, propomos um momento prévio de livre exploração pela criança que sirva para a criação de uma roda mais participativa, ou seja, uma roda social, a favor de proporcionar uma vivência mais completa pela criança pequena na língua adicional. / This study investigated the emergency process of English by eighteen-month-old to three-year-old children in an immersive school environment through ethnographic research. In an international school, this group of seven children (five Brazilian and two Chinese-Brazilian), observed from February to June 2008, gave the first steps towards the internalization of an additional language through a dialogic interaction among teachers and colleagues, meanly during circle time. In this context, we attempted a better understanding of the Vygotskian concepts of inter and intramental activities and the importance of social contact for knowledge internalization. We considered the relevance of gestures as the first childs extraverbal expression. To better analyze the dialogic interaction among the classroom participants, we benefited from the linguistic studies, specifically the discursive concept of reflexive and linguistic tutelage proposed by Bitar (2002) and how the interaction in pairs, applying it to the young child, may enhance language learning. We researched the importance of free play for the linguistic and cognitive development of the child, through Brougéres (1993; 1995; 1999; 2000; 2004; 2005) and Kishimotos (1994; 1996; 1998; 2001; 2007) studies. This research adopts an interdisciplinary approach since it gathers benefits from Sociocultural Theory, Pragmatic Linguistics and Education. After the collected data analysis, circle time seemed to be a moment that promoted a positive experience along the emergency continuum in English by the children but it was still a guided moment by the teacher. By the end of this paper, we suggest a previous moment of free exploration by the child, that would help create a more dynamic circle time concerning participation, in other words, a social circle time, in favor of providing a deeper childs experience in the additional language.

For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. This inquiry examined the tensions associated with the researcher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. The study took place over the course of 4 months and involved a traditional public kindergarten classroom. Queer theory and feminist poststructuralism, along with a multi-voiced poststructural autoethnography were used to demonstrate the researcher’s shifting identities and the cultural context that shaped the researcher’s behaviors and perspective. Multivocal autoethnographic narratives were written to illustrate the researcher’s journey between trying on, being in, and becoming a feminist poststructural educator who uncovers and troubles gendered teaching practices in her own early childhood classroom. The following insights resulted from this study: young children actively and knowingly talk about gender and sexuality and do have a considerable amount of sexual knowledge; heterosexuality plays an integral part in children’s everyday experiences; and a lack of equity and inclusion associated with family diversity or queer identities exists in the early childhood classroom. Young children’s access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but also throughout their lives. This knowledge can build children’s competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. With a growing diversity in the make-up of families, it is now more critical than ever that teacher training programs move away from a single way of knowing and make room for multiple perspectives, which in turn influence innovative kinds of teaching decisions and practices. This research illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children’s talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.

The practice of displaying young children’s visual artwork in early childhood classrooms poses a number of questions about the child and his or her work. Following Giorgi’s approach to phenomenological research, this thesis focused on children’s lived experiences of art display. 13 children between the ages of 4 and 6 years attending an independent school outside metropolitan Detroit, Michigan (USA) disclosed their experiences of seeing their artwork on display. Dr Boone’s study revealed that, despite clear evidence of children’s strong views, decisions about the display of artwork continue to rest with adults.

Magister Scientiae (Nutrition Management) - MSc(NM) / The Ministry of Health in Malawi promotes exclusive breastfeeding for the first six months of life and continued breastfeeding with appropriate complementary feeding up to two years or beyond. This policy applies to all children unless there are medical indications. Baby Friendly Hospital Initiative (BFHI) is a strategy that contributes to the attainment of this policy. BFHI is a strategy to increase early and exclusive breast feeding rates among mothers. This study is a pilot to evaluate the success of the BFHI initiative in Malawi.Study design. A cross- sectional cohort study of women and their infants, 0-5 months,attending BFHI and non-BFHI accredited health facilities in Blantyre district of Malawi ] between the period from 28th April to 30th September, 2008 was conducted.Data Collection: An in-depth face-to-face interview using an open-ended structured questionnaire was conducted among 202 mothers of infants within the first week of birth.A convenient sample of 102 mothers was selected from prima gravida mothers at a semiurban BFHI accredited facility while the other 100 were from semi-urban non-BFHI accredited facilities. This sample was used for the descriptive component of the study.From the 202 mothers, 30 from the BFHI and 30 from the non-BFHI Accredited health facility(s) were selected randomly as the sample for the longitudinal cohort of the study at 3 and 5 months respectively.Analysis of results: Data was analyzed using SPSS for Windows. Frequencies were tallied for categorical variables and mean standard deviations were computed for continuous variables. Chi-square p-values with health facility type as classification were computed to determine the difference between BFHI and non-BFHI accredited health facility groups for all relevant variables.Results Exclusive breastfeeding rates differed significantly (p- value, 0.0000) within one week after birth (99% for the BFHI versus 68% for the non-BFHI facilities).Thirty percent of the mothers from the BFHI accredited health facility practiced exclusive breastfeeding up to 5 months as compared to none of the mothers in non-BFHI accredited health facilities.All 202 mothers had ever breast feed in both facilities throughout the 5 months study period.Mothers and mothers-in-law were the significant source of complementing breast milk before 6 months of age,[ 25% more influence of mothers and mothers in-law in the non-BFHI accredited facility when compared to BFHI accredited facility].Conclusion:The BFHI strategy has the potential to successfully influence mothers to adhere to global and national recommendations on optimal breastfeeding practices. Special efforts should be made to continue support of and provide information to new mothers during the first week after delivery and unto few months after birth as mothers seem to introduce complementary foods early and prior to the recommended period of 6 months.

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<p>&nbsp / </p> <p align="left">This study explores the challenges faced by nurse counselors in the implementation of HIV and Infant Feeding Policy in Amathole District of the Eastern Cape. <b><font face="Times New Roman">Objectives: </font></b><font face="Times New Roman">To describe the demographic characteristics of the study population / Toexplore the challenges faced by nurse counselors in the implementation of current HIV and infant feeding policy and guidelines / &nbsp / To establish the nurse counselors&rsquo / perspectives on the infant feeding policy and guidelines for HIV positive mothers / To examine the support system available to the nurse counselors who give infant feeding advice to HIV positive mothers.</font></p>

<p>&nbsp / </p> <p align="left">This study explores the challenges faced by nurse counselors in the implementation of HIV and Infant Feeding Policy in Amathole District of the Eastern Cape. <b><font face="Times New Roman">Objectives: </font></b><font face="Times New Roman">To describe the demographic characteristics of the study population / Toexplore the challenges faced by nurse counselors in the implementation of current HIV and infant feeding policy and guidelines / &nbsp / To establish the nurse counselors&rsquo / perspectives on the infant feeding policy and guidelines for HIV positive mothers / To examine the support system available to the nurse counselors who give infant feeding advice to HIV positive mothers.</font></p>

Magister Public Health - MPH / This study explores the challenges faced by nurse counselors in the implementation of HIV and Infant Feeding Policy in Amathole District of the Eastern Cape. Objectives: (i) To describe the demographic characteristics of the study population; (ii) To explore the challenges faced by nurse counselors in the implementation of current HIV and infant feeding policy and guidelines; (iii) To establish the nurse counselors perspectives on the infant feeding policy and guidelines for HIV positive mothers; (iv) To examine the support system available to the nurse counselors who give infant feeding advice to HIV positive mothers. / South Africa

Thesis (MPH.) -- University of Limpopo, 2015 / Background: The revised Infant and Young Child Feeding Policy (IYCFP) 2013 encourages HIV-positive mothers to also exclusively breastfeed for six months, and to continue breastfeeding for a year with introduction of appropriate complementary feeding, while their children receive antiretroviral treatment. The aim of this study was to determine knowledge and practices of the Primary Health Care Workers (PHCWs) related to the implementation of the revised IYCFP 2013 in the Blouberg Municipality of Capricorn District, Limpopo Province. Methods: A quantitative descriptive study was conducted on 103 PHCWs. The questionnaire was closed ended. The questionnaire was developed based on the contents of the revised IYCFP 2013. A simple random sampling technique was used to sample nurses irrespective of the category. Data were analyzed through SPSS Software v23.0. Results: Most participants were females (91.3%), category were Professional Nurses (44.7%), aged between 31 and 40 years (44.7%) and also mostly worked for >10 years (56.3%). The results revealed that 97.1% of the participants have good knowledge about infant and young child feeding, 68% of participants were not trained on the revised IYCFP 2013, resulting to only 32% of participants having a good practice of this policy. Also 44.7% of the participants reported that they were not aware if clinics had a copy of this policy. The results further revealed that 92.2% of the participants reported that clinics still receive, keep and issue infant formula to HIV positive mothers, which maybe the reason the dieticians still receive requests for Infant Formulas to be delivered to HIV-positive mothers. Conclusion: There is a need for monitoring and evaluation to ensure availability and vi implementation of the revised IYCFP 2013; and also the need for in-service training on this policy in order to improve the capacity to implement the revised IYCFP 2013. Key Concepts Revised IYCFP 2013; knowledge; practice; implementation; PHCWs; infant and young child feeding.