Evaluaci??n de la psicopatolog??a del preescolar mediante el Early Childhood Inventory-4 (ECI-4) : concordancia entre padres y maestros

Resumen tomado de la publicaci??n

Childhood experience and the development of reproductive strategies

Resumen tomado de la publicaci??n

MIndful educaton for ADHD students : differentiating curriculum and instruction using multiple intelligences.

Esta guía describe métodos de trabajo, con alumnos diagnosticados con déficit de atención e hiperactividad, con la teoría de las inteligencias múltiples. Esta teoría permite a los educadores ver los puntos fuertes de los niños y aprovechar los perfiles de su inteligencia para ayudarlos a aprender. Con el apoyo de ejemplos de la vida real, presenta estrategias para ayudar a estos alumnos, de manera que la labor docente respete las habilidades y competencias de cada uno y permita su inclusión en el aula de educación general.

Play and creativity at the center of curriculum and assessment : a New York City School??s Journey to re-think curricular Pedagogy

Resumen tomado de la publicaci??n

An international experiment with eRubrics : an approach to educational assessment in two courses of the early childhood education degree

Resumen basado en el de la publicaci??n

Formação e docência na educação infantil : um olhar sobre a prática pedagógica e o currículo

O presente estudo que trata da formação e docência na educação infantil tem por objetivo realizar uma análise da percepção das docentes deste segmento acerca da infância, da educação infantil e do currículo para educação infantil, com vistas a observar as diferenças ocorridas em sua prática pedagógica após o ingresso no curso de licenciatura em pedagogia oferecido pelo PROGRAPE-UPE. Nele busca-se responder a seguinte questão norteadora: “Como se encontra a prática pedagógica e a percepção dos educadores para com a Educação Infantil e a importância do currículo para esse segmento educacional?”. Assim, direcionamos o aporte teórico desta pesquisa para questões como a história da educação infantil, em que buscamos traçar os primeiros passos desta no Brasil, em seguida traçar nossas considerações para concepção de criança ao longo dos tempos até chegar a percepção que se tem atualmente sobre a mesma, sobretudo como sujeito da relação de ensino-aprendizagem, onde buscamos a contribuição deixada por importantes teóricos como Piaget, Vygotsky e Wallon. Além disso, também direcionamos nosso olhar ao atual processo educacional da infância tendo em vista a função e reorganização curricular, em que delineamos algumas considerações sobre a história do currículo, e assim adentrarmos na abordagem do currículo para a educação infantil, tendo-se por base a importância da observação de seus três eixos junto a este segmento. E, por fim, tratamos da atuação docente e da importância da formação para aqueles que trabalham na educação de crianças entre 0 (zero) e 6 (seis) anos de idade. Neste percurso, a metodologia utilizada foi a pesquisa bibliográfica e documental, bem como, a pesquisa de caráter qualitativo, onde o instrumento de coleta de dados foi a entrevista, a qual foi realizada com uma amostra de 6 (seis) docentes da educação infantil, cuja avaliação foi feita com base na análise do discurso; de maneira que, ao seu final, pudemos perceber a importância do curso de formação tendo em vista um melhor entendimento por parte das docentes entrevistadas acerca da infância, da educação infantil e do currículo, bem como na melhoria de sua prática.

Museum Studies Borderlands: negotiating curriculum and competencies

Given ICTOP‘s work on revising the curriculum guide using the competencies approach (2000-2008), the author asks whether it is possible to reflect some of the issues and conceptual underpinnings that are at play in the discourse of museology/museum studies as a field of study and pedagogy when designing curriculum when taking the competencies approach. Until we address this question, ICTOP‘s work will have little relevance for the design of syllabi/curriculum by post-secondary institutions. This presentation lays out some of the professional issues underlying and the role for critical reflexive professionalism which can bridge theory and practice, competencies and epistemological knowledge and s how a way forward. Then it moves to address some of the territories where critical discussion is at work that would extend the curriculum discussions of ICTOP, while pointing to some developments that offer a museology of possibilities.

Early social experience and individual differences in infants' joint attention

Fifty-nine healthy infants were filmed with their mothers and with a researcher at two, four, six and nine months in face-to-face play, and in toy-play at six and nine months. During toy-play at both ages, two indices of joint attention (JA)—infant bids for attention, and percent of time in shared attention—were assessed, along with other behavioural measures. Global ratings were made at all four ages of infants’ and mothers’ interactive style. The mothers varied in psychiatric history (e.g., half had experienced postpartum depression) and socioeconomic status, so their interactive styles were diverse. Variation in nine-month infant JA — with mother and with researcher — was predicted by variation in maternal behaviour and global ratings at six months, but not at two or four months. Concurrent adult behaviour also influenced nine-month JA, independent of infant ratings. Six-month maternal behaviours that positively predicted later JA (some of which remained important at nine months) included teaching, conjoint action on a toy, and global sensitivity. Other behaviours (e.g., entertaining) negatively predicted later JA. Findings are discussed in terms of social-learning and neurobiological accounts of JA emergence.

The effects of temperature and light integral on early vegetative growth and chlorophyll fluorescence of four contrasting genotypes of cacao (Theobroma cacao)

The effect of temperature on early vegetative growth, leaf chlorophyll fluorescence and chlorophyll content was examined on four genotypes of cacao (Amelonado, AMAZ 15–15, SCA 6 and SPEC 54/1). A controlled environment glasshouse was used to simulate the temperature conditions of three cacao-growing regions (Bahia, Brazil; Tafo, Ghana and Lower Perak, Malaysia) over the course of a year. Base temperatures calculated from increments in main stem growth varied from 18.6°C for AMAZ 15/15 to 20.8°C for SPEC 54/1. Temporal variation in Fv/Fm observed for two of the clones (SCA 6 and SPEC 54/1) in two of the compartments were correlated with temperature differences over time. Significant differences were also recorded between genotypes in leaf chlorophyll content. It was shown that variation over time in leaf chlorophyll content could be quantified accurately as a function of temperature and light integral. The results imply that genetic variability exists in cacao in response to temperature stress.

A systematic review of controlled trials of interventions to prevent childhood obesity and overweight: realistic synthesis of the evidence

Background: Preventing childhood overweight and obesity has become a major public health issue in developed and developing countries. Systematic reviews of this topic have not provided practice-relevant guidance because of the generally low quality of research and the heterogeneity of reported effectiveness. Aim: To present practice-relevant guidance on interventions to reduce at least one measure of adiposity in child populations that do or do not contain overweight or obese children. Design: Systematic review of eligible randomized, controlled trials or controlled trials using a novel approach to synthesizing the trial results through application of descriptive epidemiological and realistic evaluation concepts. Eligible trials involved at least 30 participants, lasted at least 12 weeks and involved non-clinical child populations. Results: Twenty-eight eligible trials were identified to 30 April 2006. Eleven trials were effective and 17 were ineffective in reducing adiposity. Blind to outcome, the main factor distinguishing effective from ineffective trials was the provision of moderate to vigorous aerobic physical activity in the former on a relatively 'compulsory' rather than 'voluntary' basis. Conclusions: By using a novel approach to synthesizing trials, a decisive role for the 'compulsory' provision of aerobic physical activity has been demonstrated. Further research is required to identify how such activity can be sustained and transformed into a personally chosen behaviour by children and over the life course. (C) 2007 The Royal Institute of Public Health. Published by Elsevier Ltd. All rights reserved.

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions