Risk factors in the mother-child relationship that predispose to the development of early childhood caries

This study focused on the risk factors in mother-child relationship that predispose babies to the development of dental caries. A prospective cohort study with 80 mother-child pairs was conducted. The mothers responded at 12, 18 and 30��months after their children's birth, to questions about variables related to diet, sucking habits, and oral care. Children were clinically examined to verify caries lesions (white spot lesions or cavitation). Data were analysed using Chi squared or Fisher's exact tests. The significance level was set at 5��%. Of the total, 3.75��% showed cavitated lesions after 18��months; 6.25 and 45��% had spot white lesions, respectively, at 18 and 30��months. The cariogenic diet was high at 12 (63.75��%) and 30 (88.75��%) months. Good oral hygiene was present in a minority of children at 12��months (46.25��%), but increased at 30��months (65��%), helping to prevent cavities and white spot lesions over this period (p��=��0.0005). The variables of the blocks sucking habits and diet were not associated with caries. The lack of oral care in children was a risk factor for dental caries development.

Social aspects of dental caries in the context of mother-child pairs

The relationship between mother and child in the context of oral health has traditionally been exposed by the scientific literature in microbiology, which lacks a broad and necessary discussion of health and illness seen as processes, both biological and social. Objective: Investigate the family social determinants associated with the caries history of children and the need for dental treatment (NDT) among their mothers was the objective of this study. Material and Methods: This research employed a cross-sectional study of mother-child pairs living in southern Brazil. Data collection occurred in public institutions of early childhood education. The instruments included a structured questionnaire administered to mothers and clinical oral examinations of the mothers and children. The social variables considered were marital status, maternal education, number of children, income, employment status, and frequency of visits to a dental professional. The measured outcomes were the maternal NDT and child caries history. Data were analyzed by the chi-square test (chi 2) and by discriminant analysis. Results: The final sample consisted of 272 mother-child pairs and it was found that the greatest need for treatment was among mothers with low educational level and low family income who rarely or never visited a dentist. Tooth decay was less frequent in only child, and most frequent in children of mothers with low educational attainment, and in children in lower income households who rarely or never visited the dentist. The social determinants of caries in children and of the maternal NDT were similar. It follows that the maternal NDT and caries history among children were strongly associated with maternal education (p<0.0001), household income (p<0.0001), and frequency of visits to a dental professional (0.0018). Caries history among children was also associated with number of children in the household (p<0.0001). Conclusions: The results suggest that the caries experience in children depended less on the family social variables than on the maternal NDT.

A educa����o e o cuidado da crian��a: o que advogam os documentos pol��ticos do Minist��rio da Educa����o para a educa����o infantil?

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Pr��ticas pedag��gicas na educa����o infantil: a constru����o do sentido da escola para as crian��as

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A concep����o de trabalho na educa����o b��sica: caminhos para a forma����o da juventude no Instituto Federal de Educa����o, Ci��ncia e Tecnologia do Cear��

In 2008 two laws that changed the didactic- pedagogic and administrative organization of vocational schools were enacted: the Law 11.741/2008, which incorporated the Technical Professional Education for the Middle Level to Basic Education; and Law 11.892/2008,which has transformed Agrotechnical Schools, the CEFET 's and some technical schools linked to universities into Colleges of Education, Science and Technology (IFs). These institutions have been operating at all levels and types of education provided in the Law of Directives and Bases of National Education number 9394/1996, with the exception of Early Childhood Education. Vocational and training schools, which gave origin to the IFs,have historically restricted youth education to teaching professional techniques, but due to the reformist laws, they were led to revise their conceptions of work and education. Thus, the goal of this article is to analyze the concepts of Basic Education and work that permeate these laws and the organization of educational work at IFCE. Have these laws been promoting a rupture with the history of vocational education in the country? Have the IFs been accomplishing a teaching job in addition to technical training? The choice for these questions was motivated by two main reasons: a) Vocational Education in the aforementioned institutions have traditionally been restricted to the quali���cation of the labor force for learning a technical profession, without relating it to issues that concern basic education; b) The Reform of Basic Education, from 1990 to 2013, was conducted in the context of capital's structural crisis and aimed to adapt the educational system to the demands of productive sectors. Thus, the main objective of this paper is to explain the contradictions that exist in project of formation of the working class, in the context of a con���ictual society divided into classes, a situation that alienates the youth to live this time forever.

The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language

Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled ���Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education���. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers��� actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.

Objetos l��dicos disponibilizados ��s crian��as de 3 a 5 anos: o que encontramos na educa����o infantil?

The goal of this research is to identify and describe the recreational objects, or toys, children���s play and games offered by teachers from a public municipal school of early childhood education in Pederneiras, a city located inland S��o Paulo State. The research has started with a retrospective look of the childhood concept and of the recreational objects with in the classical era till the modernity, what has allowed to identify how to play was in history and what is its relation with education. In order to understand how the recreational objects have been seen at school we have made a survey of the oficial Brazilian documents related to the childhood education. The benchmark survey has allowed the organization of a half structured questionnaire and the Kobayashi studies (2009, 2011), was the mean used to identify and classify the recreational objects found at school. The data collected in the benchmark survey in the field remark and by the questionnaire have permitted to identify here recreational objects available by teachers in early childhood education of 3 to 5 years old children at the school mentioned and what they think about the theme, on the other hand the studies performed have allowed us to analyse the adaptation and validity of the recreational objects already found

Vila S��samo: o contexto pol��tico e educacional das duas edi����es audiovisuais educativas brasileiras

P��s-gradua����o em Televis��o Digital: Informa����o e Conhecimento - FAAC

Curr��culo na educa����o infantil: implica����es da teoria Hist��rico-Cultural

P��s-gradua����o em Educa����o - FFC

O curso Normal Superior do Instituto Superior de Educa����o de Gar��a e aspectos da hist��ria da forma����o de professores no Brasil (2003-2007)

P��s-gradua����o em Educa����o - FFC

Desenvolvimento da linguagem infantil �� luz da Teoria Hist��rico-Cultural: contribui����es de pr��ticas liter��rias na primeira inf��ncia

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Que dan��a �� essa?: uma proposta para a educa����o infantil

P��s-gradua����o em Artes - IA

O atendimento p��blico e privado concenssion��rio na educa����o infantil: um olhar sobre as condi����es de oferta

P��s-gradua����o em Educa����o - IBRC

Viabilidade da implementa����o de computadores na primeira etapa da educa����o b��sica em uma rede p��blica municipal do interior de S��o Paulo

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

As parcerias entre o p��blico e o privado na oferta da educa����o infantil em munic��pios m��dios paulistas

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)