Avaliação do desenvolvimento neuropsicomotor em crianças na rede básica de saúde utilizando o teste de Denver II: identificação de fatores de risco materno

Alterations in the neuropsychomotor development of children are not rare and can manifest themselves with varying intensity at different stages of their development. In this context, maternal risk factors may contribute to the appearance of these alterations. A number of studies have reported that neuropsychomotor development diagnosis is not an easy task, especially in the basic public health network. Diagnosis requires effective, low-cost, and easy - to-apply procedures. The Denver Developmental Screening Test, first published in 1967, is currently used in several countries. It has been revised and renamed as the Denver II Test and meets the aforementioned criteria. Accordingly, the aim of this study was to apply the Denver II Test in order to verify the prevalence of suspected neuropsychomotor development delay in children between the ages of 0 and 12 months and correlate it with the following maternal risk factors: family income, schooling, age at pregnancy, drug use during pregnancy, gestational age, gestational problems, type of delivery and the desire to have children. For data collection, performed during the first 6 months of 2004, a clinical assessment was made of 398 children selected by pediatricians and the nursing team of each public health unit. Later, the parents or guardians were asked to complete a structured questionnaire to determine possible risk indicators of neuropsychomotor development delay. Finally the Denver II Developmental Screening Test (DDST) was applied. The data were analyzed together, using Statistical Package for Social Science (SPSS) software, version 6.1. The confidence interval was set at 95%. The Denver II Test yielded normal and questionable results. This suggests compromised neuropsychomotor development in the children examined and deserves further investigation. The correlation of the results with preestablished maternal risk variables (family income, mother s schooling, age at pregnancy, drug use during the pregnancy and gestational age) was strongly significant. The other maternal risk variables (gestational problems, type of delivery and desire to have children) were not significant. Using an adjusted logistic regression model, we obtained the estimate of the greater likelihood of a child having suspected neuropsychomotor development delay: a mother with _75 4 years of schooling, chronological age less than 20 years and a drug user during pregnancy. This study produced two manuscripts, one published in Acta Cirúrgica Brasileira , in which an analysis was performed of children with suspected neuropsychomotor development delay in the city of Natal, Brazil. The other paper (to be published) analyzed the magnitude of the independent variable maternal schooling associated to neuropsychomotor development delay, every 3 months during the first twelve months of life of the children selected.. The results of the present study reinforce the multifactorial characteristic of development and the cumulative effect of maternal risk factors, and show the need for a regional policy that promotes low-cost programs for the community, involving children at risk of neuropsychomotor development delay. Moreover, they suggest the need for better qualified health professionals in terms of monitoring child development. This was an inter- and multidisciplinary study with the integrated participation of doctors, nurses, nursing assistants and professionals from other areas, such as statisticians and information technology professionals, who met all the requirements of the Postgraduate Program in Health Sciences of the Federal University of Rio Grande do Norte

Vivências da violência intrafamiliar : o simbolismo dos desenhos infantis

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Concepções de infância e de educação infantil que permeiam a prática docente

This investigation proposes to analyze the teaching practice in the Child Education, considering the childhood and the Child Education conceptions declared by the teachers. It was opted as methodological approach the qualitative conception of research, marking a critical perspective of the subjects, and their relations in the educational processes. It was privileged as instruments of construction of the data, the observation of the practices of the teachers developed in the ordinary day, the semistructured interviews, and the documental analysis to complement information, through the developing report of the students, done by the teachers in the end of the teaching year. This way, from the understanding of the childhood in a social perspective, and historically constructed, considering the concrete children insertion in the social reality and the child as a whole subject and by rights, it was developed the interpretative analysis of the data. The investigated reality showed that the childhood conceptions linked to the comprehension of child and child development, declared by the teachers, subjects of the research, have been associated, in some aspects, to the present thought of thinking and acting in relation to the small child, evidencing, consequently, several limitations of pedagogical order, and the demanding evidence of a bigger development of the teachers about the question.

O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a prática docente

This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood

Gêneros do discurso e escrita: o que as coleções didáticas de português (des)prestigiam no ensino da produção textual?

Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Didático (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area

Vivendo e aprendendo no ambiente hospitalar: Percepções de crianças sobre a doença

This study focuses on the child within the hospital environment. Its purpose is to describe children s perceptions of their illness and time in hospital and to identify their main hardships during treatment. This study has a qualitative nature and is theoretically and methodologically supported by the creative and sensitive method developed by Cabral (1998), studies by Piaget, Vygotsky and Wallon on child development, and studies conducted by Pinto (2005), Collet (2004), Chiattone (2003), Silva (2002), Lima et.al (1999) on in-patient children. For this study, 13 children between the ages of 7 and 12 at a public hospital institution specialized in child care in the city of Natal, Rio Grande do Norte, were interviewed. As a criterion for taking part in this study the children would have to have been in hospital for over three days and be fully capable of physically and emotionally interacting with the researcher at the time the interview took place. Analysis drew on the study of the empirical material made up of interviews and a field diary where notes had been entered for the children s reactions, expressions and gestures. Results show that there is some understanding, on the part of these children, of their illness, with their parents as the main informants. They accept being in hospital because they need treatment, but they realize that life becomes different especially on account of the constraints resulting from the illness and the hospital itself. The main hardships during treatment are: lack of recreational activities in the evenings and on the weekends within the hospital environment; absence of family members, especially brothers and sisters; and lack of explanation on the part of health professionals regarding some procedures as these are being carried out. Our conclusion is that children perceive illness and the hospital environment as something that changes the rhythm of their lives bringing on them perturbations, fears and anxieties. Hence, we suggest that professionals working with in-patient children should be especially prepared to deal with these children and their parents, aiming at bringing down fears and anguishes, clear their doubts and, in addition, advise the parents in respect of their children s treatment while in hospital and after hospital discharge. The hospital environment should also be cheerful and colorful and have a toy room under the coordination of persons especially prepared for that purpose

Atuação do enfermeiro no acompanhamento do crescimento e desenvolvimento da criança

The nurses assistance in monitoring the growth and development of children has been characterized mostly a service based on the biological dimension of illness, when in reality, the actions should be combined in the reorientation of care model of the Family Health Strategy. Thus, the research aimed to examine the role of nurses in the growth and development of children. This is an exploratory and descriptive, qualitative approach. The project was approved by the Ethics Committee of the Universidade Federal do Rio Grande do Norte under Opinion No. 191/2012. Data collection was developed in the Health Units from the city of Natal, RN, Brazil. Survey participants were nurses who worked in the Family Health Strategy for at least two years and who performed the monitoring of child growth and development in the health unit selected. Data were collected through an in-depth interview, and seized material from speeches was treated as categorical thematic analysis proposed by Bardin. This process revealed three themes, which were analyzed in the light of Relief Models and Process Work in Health and Nursing and discussed based on the findings literary. The results elucidated that nurses consider their performance satisfactory as it has favored the accession of mothers of children under one year nursing visits, contributing to the reduction of morbidity and mortality due to prevalent diseases, as well as the establishment of a connection between the professionals and mothers. It was shown that despite having a promotion and prevention with the use of lightweight technologies, the nurses also emphasized the care of mothers in complaints and signs and symptoms of children, followed by referrals to professionals in the unit or to other sectors. Furthermore, we found that the process of working nurses face challenges regarding the organizational structure of services and social situation of the family. Given these statements, it is observed that despite the strong interference from hegemonic health model in the performance of nurses, it is found that these professionals have been investing in promotion and prevention to injuries to children in care, with a focus on family context. Thus, nurses are embarking on making the reorientation of health care through the use of relational technologies, which has contributed to solving the integral care to the pediatric population

Crianças no pátio escolar :a utilização dos espaços e o comportamento infantil no recreio

The interest for understanding the relationship of the child with its environment has increased in the whole world during the last few years. Several researchers, using Environmental Psychology as basis, have analyzed the implications of this relation for the child development and the organization of playful spaces. Being a place where children spend a great part of their time and develop many intellectual and social abilities, the school becomes one of the main focus of this research. This study investigated different sectors of the outdoor area of NEI -UFRN, during the recreation time, in which the use of space and the interaction between children were analyzed, through the observation of the child behavior (place-centered and individual-centered mapping). The results had disclosed that the school s outdoor area and its equipments presents a great range of choices possible to the children, however its occupation is not uniform: there are areas very used and others almost without use. Generally, this heterogeneity happens again in relation to the distribution of the interaction states in the sectors, the friendly associative behavior being the most present. The observation of children behaviors favored a better understanding of the use of the spaces, and contributed for discussion about the environment what these users really need for a healthy development, including differences in related to gender, age and daytime. In spite of the studied outdoor areas being vast, pleasant and varied, it needs a better distribution of its equipments and a plan that allows greater children participation in the place organization

Perfil desenvolvimental das funções executivas em crianças de 05 a 08 anos da cidade de Natal - RN

This study aimed to establish the developmental profile of executives components in typical child development. This is a correlational cross-sectional study of predominantly quantitative. The instruments for data collection are the subtests included in the NEPSY-II Attention and Executive Functioning domain. Eighty children between 5 and 8 years of age, of both genders, students from public and private schools in the city of Natal were evaluated. The sample was divided into six-month intervals for subsequent analysis of strategies and types of errors. Analysis of variance (univariate and multivariate) and Tukey and Games-Howell post hoc tests were conducted to verify the effect of age on test performance. Subsequent correlations indicate the strength and direction of the relationship between variables. Were identified two peaks of development in the six-month interval adopted for the skills of selective attention and inhibitory control. The results indicate that there’s no significant influence of sex and type of school on the performance of the sample. The performance of preschool children (5 and 6 years) was lower than the other subgroups in most tests. Highlights the role of autoregulation discourse among preschool children during activities of greater executive demand and the abstraction resource as a resolution strategy between the older. Were identified similar development trajectories among selective attention abilities and inhibitory control. In general, there is a decrease in the number of mistakes and increase of success with the age progression. Future longitudinal research can extend the age range encompassed in this study, investigating the developmental course of executive abilities.

Ações de cuidado nas relações intrageracionais em crianças em acolhimento institucional

According to the Statute of Children and Adolescents (1990) children and adolescents are conceived as subjects of rights, with absolute priority and development peculiar condition. Thus, if these rights were violated or threatened, will be applied protection measures. Within these measures, in that Statute, the foster institutional is proposed, with transitional and exceptional character. When the child goes out from family and community life, and she is upheld in an institution, the child is placed in a new development context, therefore, with new people, new places, and new relationships. According with Socio-Historical Psychology, theoretical support of this study, each context presents specific demands of socialization that influence child development and her subjectivity is constituted through the relations that the subject establishes in each context. These contexts bring challenges and proposals for the child and she needs to respond these. Then, whereas he is in relation to the other, in this moment, the subject is constituted, the interactions established during the foster institutional will be of paramount importance to the child. Among these interactions, we can cite situations involving aspects of moral development, specifically those that can ask (or not) the exercise of the virtues. About the intersection between these actions can then arise care actions beyond those involving the attending of an emerging need. The objective of this study is to investigate the presence of relation everyday permeated by care actions among children in foster institutional. For the scope of the objective three children were participated, with three years old and in foster care measure. The research is qualitative and the procedure for building the corpus was, mainly, the participant observation. Procedures with video and history in books were also used as supplementary procedures. The analysis of the corpus was made through Thematic Content Analysis, the episodes were grouped into analysis categories pre-and post-established. The preestablished were care actions related to body care, care actions related to socio affective aspects, and care actions related to body care and socio affective aspects simultaneously. The two post-established categories were dismemberment of the preceding categories, called care actions developed in child-child interaction, without the intervention of an adult, and care actions developed in child-child interaction, with direct intervention of the educator. The analysis indicated that in the everyday interaction between foster children, they identify the physical and emotional needs of each other foster member, and they are willing to help them in whatever way they can, emphasizing the importance of play and playful moments like mediators about these interactions. The care actions observed are based on children´s concepts and interpretations made from their experiences and largely refer to maternal care. The condition of being away from their family life can be an element that enables these actions. Finally, this study reaffirms the importance of designing the foster institution as a socialization and care space. It follows the importance of valuing and strengthening the positive aspects that arise in the relationships established by the children in this context, including the care actions, the research objective, which are components of the subjectivity of these children

Avaliação do desenvolvimento infantil e a influência dos fatores biopsicossociais em crianças com cardiopatia congênita

Child development is the result of the interaction of biological, psychological and social factors. Hostile environment, income, offered stimuli, as well as the presence of a chronic illness are issues that may interfere significantly. Considering the chronic diseases, we can identify congenital heart disease (CHD) is characterized by anatomical heart defects and functional and currently has presented an incidence of up to 1% of the population of live births. This research aimed to evaluate child development and verify an association with the commitment by biopsychosocial factors of children with and without CHD. Study participants were children from zero to six years, divided into three groups: Group1- 29 children pre-surgical congenital heart disease, Group2- 43 children post-surgical cardiac patients and Group3- 56 healthy children. The instruments used were a biopsychosocial questionnaire and the Screening Test Denver II. Of the total of 128 children evaluated, 66 (51.56%) are girls, and ages ranged from two months to six years (median 24.5 months). In G1 and G2 predominated acyanotic heart disease (55.2% and 58.1%). Regarding the Denver II reviews, children with heart disease had more development ratings "suspicious" and "suspect/abnormal", and 41.9% of children who have gone through surgery had characterized its development as "suspect/abnormal" . In the group of healthy children 53.6% were classified as developmental profile "normal" (p = ˂0,0001). On the areas of Denver II, among children with heart disease was greatest change in motor areas (p = 0.016, p = ˂0,001). The biopsychosocial variables that were related to a possible developmental delay were gender (p = 0.042), child's age (p = 0.0001) and income per capita (p = 0.019). There were no associations between the variables related to the treatment of disease, information, understanding of the disease and the way parents treat their children. In the group of healthy children showed that children who underwent hospitalization rates were more changes in development (p = 0.025) and the higher the number of admissions over these changes have intensified (p = 0.023). The results suggest that children with congenital heart disease have likely delayed development. It was also observed that there is a significant difference between the children who have gone through surgery, those who are still waiting for surgery only doing clinical follow-up. Changes in the development are more connected motor areas can be explained by the characteristic features of the disease and treatment, such as dyspnea, fatigue, care and limitations in daily activities. The gender and age appear to be decisive in the development as well as healthy children go through hospitalization experience. Already in children with heart disease, it was realized that social variables involved in the disease and the treatment did not affect the development. This question can be understood by means of protective factors and resiliency, as this population receives family and social support.