Efeitos da exposição continuada a regras descritivas sobre o comportamento escolar de crianças

Histórias infantis têm sido utilizadas como recurso lúdico-didático na instalação de comportamentos. Nesta literatura, estes comportamentos geralmente estão descritos na forma de regras de conduta, explícitas (regras prescritivas) ou implicitamente (regras descritivas). O presente estudo avaliou o efeito da exposição continuada a histórias infantis, sobre a frequência e o tempo de engajamento em comportamentos relevantes à aprendizagem escolar, de quatro crianças entre sete e oito anos. Foram realizadas entrevistas semi-estruturadas com as professoras objetivando coletar relatos sobre o desempenho de seus alunos em atividades escolares. Em seguida, o experimentador realizou registros cursivos dos comportamentos das crianças em situação de sala de aula, com o objetivo de identificar a ocorrência e a freqüência dos comportamentos relatados pela professora, para selecionar e categorizar os comportamentos alvos. Foram selecionados os comportamentos de Cópia, Responder e Visto, a partir de então foram realizados registros de ocorrências da emissão destes comportamentos, com o objetivo de ter uma linha de base da freqüência de emissão destes comportamentos. A Condição Experimental era composta de linha de base e seis fases, em cada fase eram lidas histórias diferentes. A Fase sempre era iniciada com a leitura de uma história, seguida do registro de ocorrências dos comportamentos alvos. As histórias apresentavam regras descritivas mostrando as conseqüências positivas da emissão dos comportamentos selecionados e as conseqüências negativas da emissão de comportamentos incompatíveis com os mesmos. Os resultados sugerem que a exposição continuada às histórias foram eficientes para instalar e ou aumentar a frequência dos comportamentos de Cópia, Responder e Visto, bem como o tempo de engajamento das crianças nestas atividades.

Famílias de crianças com deficiência mental no contexto ribeirinho amazônico: percepções de pais moradores da Ilha de Combu - PA

O presente estudo partindo da perspectiva contextualista e adotando o modelo bioecológico do desenvolvimento buscou identificar as percepções compartilhadas entre pais de crianças com deficiência mental moradoras da Ilha do Combu, região ribeirinha amazônica. Foram acompanhadas as três famílias que tinham filhos cadastrados na Secretaria Municipal de Ensino de Belém e/ou diagnóstico que comprovava a deficiência mental. Os cuidados éticos tomados foram balizados na aprovação do projeto pela UFPA, no esclarecimento dos participantes sobre os objetivos e os riscos inócuos envolvidos assim como o sigilo de suas identidades. A aproximação da pesquisadora ao contexto investigado e às famílias participantes se deu via inserção ecológica. A coleta se dividiu em dois momentos distintos: primeiramente ocorreram visitas sistemáticas às famílias com a utilização do instrumento diário de campo, desse modo a pesquisadora buscou integrar-se ao ambiente estudado via interações sucessivas e regulares tornando-se o mais próximo possível daqueles que o constituem e no segundo momento ocorreu a aplicação do inventário sócio-demográfico e teste de identificação familiar – FIT. Os resultados apontaram condições diferenciadas de desenvolvimento dos filhos relacionadas às percepções compartilhadas pelos pais e as características contextuais presentes na Ilha. As identificações positivas associadas ao bom desempenho dos papéis e atividades estiveram ligadas às percepções de aceitação e pertencimento, aspectos observados na família de Ana. Nas demais famílias (Taciana e Alexandra) estiveram presentes conflitos e dificuldades que ressaltam os seguintes fatores: sobrecarga vivenciada nos cuidados aos filhos, percepções de estranhamento e incompreensão frente à deficiência, conflitos conjugais, rejeição do diagnóstico e identificações negativas. Conclui-se que as percepções compartilhadas pelos pais mostram-se ligadas ao suporte recebido durante o diagnóstico, aos papéis desempenhados na família, às características das crianças e aos aspectos contextuais presentes na cultura ribeirinha que pressupõe o isolamento marcado pela região alagada e conta com uma rede social composta por parentes que vivem na ilha há gerações.

Efeitos da idade cronológica e maturação sexual na velocidade de corrida no limiar de lactato de crianças e adolescentes

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Tutoria em leitura e escrita baseado no modelo de RTI – resposta à intervenção em crianças com dislexia do desenvolvimento

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Desempenho de escolares rurais em narrativas escritas e possíveis relações com variáveis de perfil

The goal of this research was to characterize written stories, produced by students, without complaint of language development (oral and written), from pictographic support. In a specific way, it has been searched, in those stories, elements that could grant coherence, applying that performance with the participants’ profile variables. It was characterized as a descriptive-exploratory study, held at a rural municipal school in the State of Parana. Twenty-one (21) students of both genders and ages between seven and nine years old have participated in this study. Data collection consisted of two narratives requests: one oral, after being released, to the child, four pictures placed in sequence to form a story, and one written. This writing production had been taken for the analysis. The results have indicated that most children (71.42%) managed to produce coherent stories, seventeen (80%) in story 1 and thirteen (61%) in story 2. As to the relation of that coherence with the students’ profile in story 1, there has been no statistically significant association, for none of the analyzed variables (gender, age and education), whereas there has been a statistically significant association with gender in story 2 (p-value 0.027). It is considered that the use of the pictographic support in developing stories have been confirmed as a facilitating strategy for its construction, for it has enabled the production of coherent narratives.

Desempenho de escolares com dificuldades de aprendizagem em funçào motora fina e escrita

Aims: the aims of this study were to compare and to characterize the fine, sensory and perceptive function performance and handwritten quality between students with learning difficulties and students with good academic performance. GII, GIII and GIV: 96 students with learning difficulties, and groups GV, GVI, GVII, GVIII: 96 good academic performance. The students were submitted to evaluation of fine motor, sensorial and perception functions and handwriting evaluation under dictation. Results: the results show that the students with learning difficulties from 1st to 3rd grade had lower performance on tests of fine motor, sensory and perceptive function compared to the students with good academic performance in the same grade; the students from 4th grade, both groups, did not show changes on fine motor sensory and perceptive function; and only the students of GII showed disgraphya. Conclusions: the results presented in this study suggest that the qualitative aspects of fine motor, sensory and perceptive skills reflect the integrity and maturity of central nervous system and can probably play an important role in early diagnosis of development disorders and consequently prevent academic disorders such as handwriting performance.

Efeito da intervenção terapêutica ocupacional junto a crianças com déficts de percepção visual, coordenação motora e integração visuo-motora

To students with special educational needs participate actively at school are required effective and systematic investment, involving the school community as a whole. The occupational therapist is one of the professionals who can facilitate this student inclusion process. This study aimed to discuss the occupational therapy intervention effects with two disability children with deficits in visual perceptual skills, motor coordination and visual motor integration, that was included in regular education. The Beery-Buktenica Developmental Test of Visual Motor Integration was use to evaluate visual perceptual skills, motor coordination and visual-motor integration. Because the deficits presented in the functions investigates was identified the need of an occupational therapy intervention program designed to improve the performance in theses functions. After the program, the test was reapplied. The results pointed to an improvement of all functions considered deficient. These results highlight to the training importance to improve the performance in abilities evaluated.

Influência do ambiente rural e urbano no desenvolvimento funcional de crianças de até seis anos de idade

The influence of the environment on psychomotor development of children is evidenced in many studies. Many factors can threaten children’s development and hinder the children with regard to functional activities. Objective: The objective of this research was to investigate the possible effects of urban and rural environment on the functional performance of children under six years old. Methods: The study included 30 children divided into two groups, one group consisted of 15 children of both genres with a mean age of 44.13 ± 20.97 months, residing in urban area and another for 15 children, both sexes with a mean age of 44.33 ± 20.91 months, residing in rural areas. All were tested using functional Pediatric Evaluation of Disability Inventory (PEDI), which is based on an evaluation trial, conducted through structured interviews with those responsible for the child. This test outlines the functional profi le of children in three performance areas: self-care, mobility and social function, evaluated in three parts (functional skills, caregiver assistance and modifi cations to the environment). In this study we used the parts I (funcional skills) and II (caregiver assistance) in three areas: self-care, mobility and social function. The collected data were analyzed by means of the Mann - Whitney test, with the level of signifi cance at p ≤ 0.05. Results: The results show no signifi cant difference in the areas of self-care and mobility, both in relation to functional abilities when the caregiver assistance. In the area of social function, there was a lower performance of children living in rural areas, in functional abilities (p = 0.027) and caregiver assistance (p = 0.028). Conclusion: Based on this information, we can conclude that children who live in rural areas have a worse development of the social functions of children living in urban areas.

Perfil audiológico e habilidades auditivas em crianças e adolescentes com perda auditiva

The main impact of hearing loss, in childhood, is the difficult to speech perception. The hearing aids and the cochlear implant are resources used to decrease a result of hearing loss. After the adjustment of these resources, with the therapeutic process, is possible that children with profound hearing impairment develop their hearing abilities, so they will have possibilities to notice phonetic and phonological characteristics of the language. Different speech perception procedures investigate which phonetic and phonological characteristics of the speech segment can be noticed by children with hearing loss. This study aims at analyzing the audiology profile and the speech perception in deaf children and adolescent.

Perfil comunicativo de crianças que ingressaram na educação infantil após os cinco anos de idade

Objective: To characterize the communicative behaviors of children who entered in Primary School after the age of five. Methods: It was a descriptive study, held in a city at the countryside of Parana state (Brazil), in the years 2007 and 2008, in both school and home environments. Twelve children of both genders joined in the study, with age ranging from five years and two months to six years, besides their mothers and respective teachers. Interviews were conducted with mothers and a questionnaire for teachers. Afterwards, observations of the communication of children in school and home environments were conducted. Data analysis focused on those relevant to children’s development and school performance, trying to determine their communicative profile in school and home environments, from protocols regarding the indicators of communication means and functions. Results: The results indicated the presence of a child with poor general health, with complications from the pregnancy period, with motor and language delays and low school performance. It was also observed that all children used verbal means to communicate and the highest frequency of communicative functions appeared in home environment, indicating an important aspect to be considered in the stimulation of communication of these children. Conclusion: Data from this study showed that the children benefited more of contexts planned with family interlocutors.

Contribuição da amplitude de movimento articular do joelho na marcha de crianças com paralisia cerebral espástica

Individuals with spastic cerebral palsy show muscle weakness, difficulties in the control of agonist and antagonist muscles, decreased range of motion and tonus and sensibility alterations, especially in knee joint. These problems can interfere on the performance of functional activities such gait. The aim of this study was to analyze the contribution of knee range of motion on gait of hemiplegic and diplegic children considering their asymmetries. Twelve children, 6 hemiplegics e 6 diplegics from 7 to 12 years of age (age average= 9,5 ± 1,93) took part. Spasticity was assessed by the Ashworth’s Modified Scale and the passive knee range of motion by an eletrogoniometer. The task was to walk on a walkway of 8m long, in their preferred speed, in 6 attempts, been 3 on right and 3 on left sagital planes. Eigth passive markers were bilaterally fixed for the kinematic record. Orthogonally to the walkway, two digital camcorders were assembled on the sagital plane. The fotogrametric procedures were performed by the Dvideow 6.3 software. The Matlab 7.0.1 software was used to filter and to calculate the dependent variables. The U test of Mann- Whitney found differences to the cerebral palsy type for knee extension/hiperextension (U = - 2.943; p= 0.003), knee relative angle at heel contact (U = - 5.992; p= 0.001) and knee range during stride (U = - 4.099; p= 0.001). The Wilcoxon’s test revealed differences according to the asymmetries for the hemiplegics only for the knee relative angle at heel contact (T= - 2.635; p<0.008). The contributions of passive knee range of motion, revealed by the Spearman correlations, for the more afected limb of the diplegics, showed that the knee extension/hiperextension interfere on the cadence, stride duration and step width; the knee relative angle at heel contact change the stride length and duration and cadence; and the...(Complete abstract click electronic access below)

Efeito da prática do futebol no desempenho em agilidade, velocidade e coordenação de meninos na categoria dentinho ou sub 11 (10 e 11 anos de idade)

In Brazil, the practice of Soccer is encouraged very early. It is common remark that parents enroll their sons into soccer schools, promoting the involvement of these children in formal practice. However, there are not many studies that assess the effects of this practice in the physical capacities of children. Thus, the question that guides this study is: children who practice soccer systematically present better development of physical, especially agility, coordination and speed? The objective of this study was to compare the performance in velocity tests, agility and coordination of boys of 10 and 11 years, category dentinho or Sub-11, practitioners of soccer in schools and non practicing. The study included male children, born in 1997 and 1998, formed two groups: group of practitioners of soccer and group of non practicing. To belong to the group of practitioners, the child was regularly engaged for at least 1 year, with 1 hour daily and 2 to 3 times per week. The participants of the group of non practicing were not involved in regular practice of soccer and were paired in weight and stature with participants of the group of practitioners of soccer. Each participant was individually assessed in neutral environment and without foreign interference. For the assessment of the agility, was utilized the (shuttle run) test. The race test 30 meters stopped was employed for the assessment of the speed. The test of fiddling between the cones was employed to measure the coordination. The time spent to perform 1 attempt to each test was used for the comparison between groups. These data were treated, initially, by descriptive statistics (mean and standard deviation) and, subsequently, were compared by means of Anova, for independent samples. The significance level was maintained at 5%. Through analysis of the results the conclusion is that the regular practice ...(Complete abstract click electronic access below)

Significados e expectativas de crianças das camadas populares em relação à escolarização

Nowadays, we understand the childhood as a result of historical and social changes. This work aims to comprehend representations and expectations made by children from the popular classes in the initial years of Fundamentaql Education. We conducted a research with six students from a public school that attends children from urban popular layer's families. The research examines the meanings and representations of educational practices developed in the relationships established among teachers, students and families through their life stories. Among the results, we can say that the environment of differentiation in the school id perceived to the students because they introject teacher's representations about their performance. Scientific studies show that children crystallize a positive image of the shool when the speech and posture of the institution value and encourage learning. However, the students are challenged to produce better results in order to participate in extracurricular activities, which they are excluded todue indiscipline or learning difficulties. The mean of the schooling is highly influenced by the performance of students and also by the attitude of educators in the family and in the school. The theoretical review points out that when students have a good performance, the merit is attributed to stress and ease they have to acquire the learning contents. In other hand, struggling students or with a lag of content explains the academic problems stems from the lack of capacity and potential for acquisition of learning compatible with age, defining schooling as something necessary for training, but which is inaccessible in their life stories

Análise cinemática e cinética do salto vertical de crianças com transtorno do desenvolvimento da coordenação (TDC)

Due to motor difficulties, children with developmental coordination disorder (DCD) doesn't feel motivated to do physical activities, sometimes resulting in a decline of their physical fitness, but it isn't really known for sure the reasons that induct children with DCD to low performances in physical fitness tests, because a lot of tasks that are part of the battery of tests of physical performance are complex in the coordination and/or motor control point of view, like the vertical jump for example. Therefore, the objective of this study was to investigate the factors that induct children with DCD to low performances in physical fitness tests, especially in the vertical jump task. For that, cinematic (duration of the eccentrical phase, duration of the concentrical phase, shift of the mass center and velocity of the mass center), kinetic (potency peak and force peak) and vertical jump performance analysis in two conditions (with the use of arms and without it) were realized in a force platform. The results indicated that children with DCD show a lower performance compared to their peers with typical development (TD), due to a lower potency production

Caracterização do desempenho de escolares com e sem dificuldades de aprendizagem em tarefas de consciência fonológica

Learning to read and write at an early stage is the process of transferring the sound form of the spoken language for the graphical form of writing, a process, a time that in our system of alphabetical called writing, the letters are graphical representations in the level of phoneme. So that this representation occurs, it is necessary that the individual already can of some form perceive and manipulate the different sonorous segments of the word. This capacity of perception directed to the segments of the word calls Phonological Awareness. Thus, it was established had for objective to verify the pertaining to school performance of 1ª to 4ª series with and without of learning in Tests of Phonological Awareness. Fourth children with age average of 9 years and 3 months without learning disabilities had been submitted to the Protocol of Phonological Awareness (CIELO, 2002) using of this instrument had participated of this study 80 pertaining to school of both only the phonological tasks. The data received from quantiqualitative approach whose results were extracted inferences. The statistically significant results occurred in the tasks of Realism Face Detection, Syllables, Detecting Phonemes, Phonemic Synthesis and Reversal Phonemic. Based on the results we observed that children without learning difficulties performed better on all tasks mentioned above