Essa investigação busca evidenciar as ações e os interesses de aprendizagem das crianças bem pequenas, articulando-os à possibilidade de promover a participação infantil no planejamento e organização do cotidiano escolar. O suporte teórico que fundamenta esse trabalho é o conceito de aprendizagem pela vida cotidiana (BROUGÈRE; ULMANN, 2012) e as discussões sobre participação infantil pautadas nas interlocuções dos Estudos da Criança, especialmente no campo da Sociologia da Infância (FERNANDES, 2009). As estratégias metodológicas foram construídas principalmente a partir do referencial sobre investigações qualitativas (BOGDAN; BIKLEN, 1994) e sobre pesquisa com crianças (GRAUE; WALSH, 2003). Participaram da pesquisa treze crianças entre 17 e 27 meses de uma escola pública de Educação Infantil de Porto Alegre e sete adultos. As crianças são consideradas protagonistas desse estudo, porém as professoras e o estagiário responsáveis pela turma, através de suas práticas, constituíram-se como importantes interlocutores ao longo da pesquisa. Os interesses de aprendizagem das crianças foram organizados em três categorias de análise que sustentam a ideia de aprender na vida em comum, aprender pela vida cotidiana e, por fim, aprender fora da “sala de aula”. Esses grupos de interesse indicam que a participação infantil na organização do cotidiano da escola está atravessada pela concepção das ações das crianças, em busca de compreender, estar junto e fazer parte do mundo, como aprendizagens fundamentais na primeira infância. / This investigation aims to put in evidence the activities and learning interests of young childrenarticulating them to the possibility of promoting child participation in the planning and organization of the school daily life. The theoretical support on which this work is based is the concept of learning through daily life (BROUGÈRE e ULMANN, 2012) and the discussions about child participation based on the interlocutions of Child Studies, especially in the field of sociology of children (FERNANDES, 2009). The methodological strategies were developed mainly from the reference of qualitative investigation (BOGDAN e BIKLEN, 1994) and child research (GRAUE E WALSH, 2003). Thirteen children aged 17 to 27 months from a public day care in Porto Alegre and seven adults participated in this research. The children are considered protagonist of this study, but the teachers and trainee in charge of the group became important interlocutors along the research due to their work. The learning interests of children were divided into three categories of analysis that support the idea of learning in the shared childhood, daily life and,finally, “outside” the classroom. These groups of interests indicate that the child participation in the school life organization is related to the children’s activities seeking to understand, get together and be part of the world, which constituteessential learning in the early childhood.

Orientador: Agueda Bernardete Bittencourt / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-12T20:05:08Z (GMT). No. of bitstreams: 1 Leme_FernandadeLucca_M.pdf: 14761305 bytes, checksum: a83c5d8d351da94947324f40f7e723e6 (MD5) Previous issue date: 2008 / Resumo: Este estudo examina o Parque Infantil Celisa Cardoso do Amaral, em Campinas, instituição pioneira na educação das crianças pequenas, inspirado no projeto de Mário de Andrade, quando de sua passagem pelo Departamento de Cultura da cidade de São Paulo. Foi tomado como local de observação sobre a sobrevivência desse projeto na educação paulista, para esse estudo fixamos o período em que o Parque foi de responsabilidade do Serviço de Assistência Sócio - Econômica, (1942 à 1981), antes de migrar para a Secretaria de Educação. Organizado em três capítulos, buscou nos documentos as propostas e garantias de implantação desse Parque Infantil de Campinas, tentando responder às seguintes questões: quais os agentes sociais responsáveis pela instalação dos parques infantis em Campinas, quem patrocinou o projeto e o prédio da instituição, e se em sua proposta inicial foi uma instituição experimental. Relacionou-se a expansão dos parques infantis a partir de São Paulo, recorrendo ao pensamento de Mário de Andrade sobre a infância e a educação, na tentativa de identificar as preocupações dos fundadores do Parque Infantil e suas concepções sobre a produção da cultura infantil. / Abstract: This study is about the CC Amaral Parque Infantil in Campinas, a pionner institution in the education of young children inspired in the project of Mario de Andrade, when he took part in the Department of culture of the city of São Paulo. It was taken in sight of observation the survival of this Project in São Paulo's educational system. For this study we fixed the period when the Parque was under responsability of the "Social Economic Assistance Service", (from 1942 to 1981), prior to its migration to the "Secretary of Education". Organized in three chapters, the documents have been researched for the proposals and warranties of implementation of this Parque Infantil, trying to answer the following questions: who were the social agents responsible for the instalations in Campinas, who spousored the project and wether in it's early proposal it was an experimental Institution. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

A presente pesquisa dedicou-se ao tema da liberdade nas escolas de Educação Infantil de zero a três anos e teve como objetivo identificar as concepções de crianças pequenas, educadores e mães sobre o tema em duas creches públicas do município de Jundiaí-SP. Buscou-se compreender também os motivos pelos quais a liberdade de ação das crianças pequenas não se generaliza como uma prática comum no interior das escolas por meio das concepções. Para tanto, foram realizadas entrevistas semi-estruturadas com 18 crianças de três e quatro anos, 9 mães e 10 educadores (professores, agentes de desenvolvimento infantil, coordenadores e diretores) nas creches investigadas. Foram feitas também observações das rotinas diárias de trabalho com as crianças e exame dos Projetos Político Pedagógicos das duas instituições. O conjunto de relatos foi analisado de maneira qualitativa, tendo por base a técnica de Análise de Conteúdos com triangulação de dados. Os resultados obtidos indicaram que as concepções de liberdade de adultos e crianças relacionam-se ao contato com a natureza e às possibilidades de movimentação corporal ampla, duas características acessadas pelas crianças pesquisadas nas creches, somente quando estão no espaço externo, período reduzido em relação ao que passam no interior das salas referência. Este estudo analisa e discute as concepções identificadas, com reflexões sobre impedimentos e possibilidades de liberdade de ação para as crianças pequenas no ambiente escolar / The present research was dedicated to the theme of freedom in pre-school education from zero to three years and had as objective to identify the conceptions of young children, educators and mothers on the theme in two public day care centers of the municipality of Jundiaí-SP. We attempted to understand too the reasons why the freedom of action of young children is not generalized as a common practice within schools based on identified conceptions. To attend this purpose, semi-structured interviews were made with 18 children aged three and four, 9 mothers and 10 educators (teachers, child development agents, coordinators and directors) in the day care centers. Observations of the daily routines of work with the children and examination of the Political Pedagogical Projects of the two institutions were also made. The collected data was analyzed in a qualitative approach. The results indicate that the conceptions of freedom of adults and children are related to the contact with nature and the possibilities of free body movement, two characteristics that are accessed by the children researched only when they are in outer space, a reduced period in relation to what they spend in the reference rooms. This study analyzes and discusses the conceptions identified, with reflections about impediments and possibilities of freedom of action for young children in the school

Infants, toddlers and young children with cleft lip and palate (CLP) often present with multiple risk profiles due to the complex interaction between genotypical, phenotypical and environmental risk factors influencing their communication development at different ages. Current research recommends the need for a comprehensive early communication intervention (ECI) approach to the treatment of young children with CLP. The areas of strength and weakness in communication development and the factors influencing children with CLP at specific age-group intervals are under-emphasized. The aim of this study was to identify and describe the age-specific risk factors and assets which could influence the communication development of young children with CLP visiting a university-based ECI clinic, the Clinic for High-Risk Babies (CHRIB). Furthermore, the developmental areas of strength and weakness in the child with CLP at three specific age-group intervals, ranging from 1 month to 48 months were described. A retrospective, descriptive, between-subject developmental design with a correlation approach was employed. Purposive sampling was implemented as a non-randomized sampling method and 227 participants were included in the study. The data was extracted from the CHRIB database and analyzed by means of basic descriptive and advanced inferential statistical methods. Extensive data processing of all the potential factors that could have an influence on the early communication developmental areas of children with CLP was performed. A final analysis of the most important associations was performed in the SPSS. The findings revealed that expressive and receptive language and listening skills presented as the most vulnerable communication areas across all three age-groups. The cumulative effect of the risk factors was the greatest in the *[12;24) months age-group since this age group presented with the highest frequency of delayed communication development. The majority of participants in all three age-groups presented with areas of strength, which include age-appropriate cognitive skills, pragmatic development, gestural development and gross motor development. Low birth weight presented as a persistent phenotypical risk factor which influenced the development of functions related to language use in the [1;12) and [12;24) months age groups, and gross motor development and receptive language in the *[12;24) months age group. The environtypical factors such as education and occupation of the mother, as well as the type of day care, indicated significant associations with listening skill development in the [1;12) months group and with the development of functions relating to language use in the [12;24) months age group. Parent-child interaction showed recurrent significant associations with receptive and expressive language across the three age groups. The findings indicated that young children with CLP have unique communication profiles at different age intervals and that these age-specific risk factors and assets should be recognized to ensure a comprehensive approach to ECI services to these young children and their families. / Dissertation (MCommunication Pathology)--University of Pretoria, 2011. / Speech-Language Pathology and Audiology / Unrestricted

De par la richesse et la nature des informations qu’il véhicule, le visage joue un rôle essentiel dans les interactions sociales. Les difficultés que manifestent dès le plus jeune âge les personnes présentant un Trouble du Spectre de l’Autisme (TSA) sur le plan de l’interaction sociale ont conduit à s’intéresser aux modalités de traitement du visage dans cette population. Les travaux de cette thèse ont pour but d’explorer le traitement du visage chez les jeunes enfants avec un TSA, âgés de 24 à 60 mois, au moyen de la technique de suivi du regard. Dans la première étude, nous montrons que les jeunes enfants avec un TSA, comme les enfants typiques, sont sensibles à la visagéité d’un objet, ce qui suggère un traitement de la configuration de premier ordre. Ce résultat suggère que la nature des représentations faciales dans les TSA n’est pas qualitativement différente de celle des personnes typiques. Dans la seconde étude, nous testons la présence d’un biais du regard vers l’hémichamp visuel gauche en réponse à un visage présenté en vision centrale. Les résultats de cette étude indiquent que les jeunes enfants avec un TSA ne présentent pas ce biais du regard, ce qui pourrait refléter une altération de la dominance hémisphérique droite pour le traitement du visage dans les TSA. Enfin, dans la troisième étude, l’analyse du parcours visuel des jeunes enfants avec un TSA sur les visages révèle une exploration atypique concentrée au niveau de la région des yeux. Dans l’ensemble, ces études suggèrent que même si les enfants avec un TSA traitent les visages à partir de leur configuration, la manière d’y parvenir pourrait être différente. Des études futures devront spécifier les mécanismes du traitement configural du visage dans les TSA. / Faces are important for social interactions as they convey important information about social environment. Impairment in social interactions is one of the core symptoms of Autism Spectrum Disorders (ASD) and has been related to atypical face processing. Here, we investigated face processing in preschool children with ASD using eye-tracking methodology. In the first study, we showed that young children with ASD, just like typically developing children are sensitive to face-like objects suggesting that processing first order configuration is intact in ASD. According to these results, the nature of facial representation might be qualitatively similar between groups. In the second study, we tested the presence of a left gaze bias in response to faces presented at central vision. A lack of left gaze bias was found in young children with ASD, reflecting atypical right hemispheric lateralization for face processing. Finally, the third study analyzed the visual scanning of static faces and showed an abnormal exploration pattern limited to the eyes. Overall, these studies argue for the presence of configural face processing in preschoolers with ASD despite differences in strategy from typically developing children. Futures studies will have to specify the mechanisms underlying atypical configural face processing in ASD.

Orientador: Ana Lucia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T23:24:28Z (GMT). No. of bitstreams: 1 Pires_MariaCristinadeCampos_M.pdf: 646807 bytes, checksum: 17b40f05ad962dc74b14f27df7f63620 (MD5) Previous issue date: 2006 / Resumo: Esta dissertação estudou as experiências sonoras das crianças pequenininhas, entre 0 e 3 anos de idade, que freqüentam uma creche pública do Município de São Paulo (Centro de Educação Infantil, CEI). Traz para reflexão e contextualiza a ausência da Arte na formação das profissionais de creche, mesmo sendo apontada pela LDB/96 como área de conhecimento em suas quatro linguagens ¿ música, dança, teatro e artes plásticas; analisa tal ausência na rede municipal de São Paulo nos últimos 25 anos, em decorrência de alterações na legislação que rege o magistério municipal e, também, de mudanças de administração, seguindo o percurso profissional da autora. Este estudo inova apresentando e discutindo uma bibliografia italiana em que os estudiosos da infância destacam a temática da música e a criança pequenininha. Analisa a construção da paisagem sonora durante as atividades do dia-a-dia no CEI, pleiteando o contato das crianças com diferentes formas musicais, que podem constituir fatores importantes para o refinamento da audição, a produção de culturas infantis e o reconhecimento do ambiente onde vivem / Abstract: This is a study of experiences with sounds by 0-to-3 year-old children who attend a public daycare centre [CEI] in the City of São Paulo, Brazil. It discusses the absence of art languages ¿ music, dance, theatre, visual arts ¿ in the training of early childhood educators, though it is foreseen by current educational legislation. Such absence in São Paulo early childhood educational system is analysed in the context of legislative and administrative changes in the last 25 years, following the author's professional career within this system. This study innovates by presenting and discussing recent Italian literature that deals with music and the very young child. It highlights the building of a soundscape during CEI daily activities, pleading for children's further contact with diverse musical forms, which may improve hearing refinement, the production of children's culture, and better recognition of their environment / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

No description available.

No description available.

No description available.

This study examined familial regulation of young children's TV viewing in Ghana. Participants were families with young children four through eight years enrolled at a school in the south of Ghana. An online survey of TV regulation practices of families (restrictive, coviewing, and instructive), TV viewing hours of young children, and families' perception of TV influence on their children was completed by 158 family members (mostly parents). Results showed that restrictive regulation is the most predominately used strategy in Ghana, although all 3 regulation styles were used. College educated families were significantly more likely to use restrictive regulation than families with a primary school education. Further, over 70% of the young children exceeded the World Health Organization (2019), and the American Academy of Pediatrics (2016) recommended two hours of young children’s TV viewing. Results are discussed in terms of policy suggestions and future research.