As crianças protagonistas dos contos de fadas dos Irm��os Grimm

The origins of the fairy tales are lost in the past but these tales are, even today, great teaching instruments because they relate to language development, creativity, social relations, and especially with the internalization of values and behavior patterns. According to Bettelheim (1980), fairy tales assure the children that the difficulties can be overcome, no matter how insignificant they feel. In this sense, these tales are power tools. We understand that fairy tales - and their characters - have the power to influence their readers/listeners. Therefore, this study considered four fairy tales in which the protagonists are children and remain as children all though the narratives: Little Red Riding Hood, Hansel and Gretel Snow White and Rose Red and Thumbling, from Grimm Tales, translated into Portuguese by David Jardim Junior and published in 2008 by Itatiaia. We sought investigate how the children characters of these stories act, leveraging a reflection grounded on the image of children that emerge from the selected tales - images that have been registered in the first decades of the nineteenth century by the Brothers Grimm in their Children's and Household Tales - enabling the identification of the kinds of behavior that they perform and the values they embody, thus contributing to a better understanding of the models that these characters offer to the twenty-first century's children. Our research has a qualitative approach of bibliographic nature, mainly grounded in the ideas of Bettelheim (1980) and Ari��s (1981). We found that there is a shortage of studies on the tales collected/maintained by the Brothers Grimm, although these stories have become classics of universal children's literature and continue, cradling the imagination of Western children in the twenty-first century. We also verified that there are very few studies exploring the representation of children in fairy tales and children's literature...

Pensamento, linguagem e l��ngua escrita segundo a epistemologia gen��tica: processos e constru����es an��logos

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

O ensino do desenho como linguagem: em busca da po��tica pessoal

P��s-gradua����o em Educa����o - FFC

Hesita����es na organiza����o da frase entonacional na aquisi����o da linguagem

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

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)

Desempenho de falantes do portugu��s brasileiro com desenvolvimento t��pico de linguagem no Test of Narrative Language (TNL)

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

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

Desenvolvimento da oralidade em crianças de tr��s a quatro anos: descrevendo jogos e brincadeiras que produzem novas formas de comportamento

The goal for this communication is the speech development in children three to four years, and how games and child's plays can help them in the process. For this, we have set three specific goals. They are: select games and activities that serve as a means of furthering the development of speech; elect three activities, making sure at what point is the extra step to the outbreak of the sign/symbol and identify at what time of play the child uses more talk and no change in psychological structure. These games have been applied to children from three to four years in order to identify and record their actions and speeches during activities. Acquiring the ability to speak, the kids will be able to communicate socially and develop new forms of behavior. From young children already expresses themselves through babbling and even crying, because do not have a conventional language yet. From the social relationship, the child tends to become familiar with the language, and gradually learn how to use it, expressing her feelings and desires. When the development of language and thought intersect, transform the course of action of the child who begins to have control of your action. Such its importance in society, the language became the basis of childhood education and is the duty of teachers and educators to appropriate the necessary encouragement to the child to develop or improve her language

Desempenho de falantes do portugu��s brasileiro com desenvolvimento t��pico de linguagem no Test of Narrative Language (TNL)

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

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

Desenvolvimento da oralidade em crianças de tr��s a quatro anos: descrevendo jogos e brincadeiras que produzem novas formas de comportamento

The goal for this communication is the speech development in children three to four years, and how games and child's plays can help them in the process. For this, we have set three specific goals. They are: select games and activities that serve as a means of furthering the development of speech; elect three activities, making sure at what point is the extra step to the outbreak of the sign/symbol and identify at what time of play the child uses more talk and no change in psychological structure. These games have been applied to children from three to four years in order to identify and record their actions and speeches during activities. Acquiring the ability to speak, the kids will be able to communicate socially and develop new forms of behavior. From young children already expresses themselves through babbling and even crying, because do not have a conventional language yet. From the social relationship, the child tends to become familiar with the language, and gradually learn how to use it, expressing her feelings and desires. When the development of language and thought intersect, transform the course of action of the child who begins to have control of your action. Such its importance in society, the language became the basis of childhood education and is the duty of teachers and educators to appropriate the necessary encouragement to the child to develop or improve her language

Crianças com implante coclear: habilidades comunicativas e qualidade de vida

Dado o ��mbito multidimensional do implante coclear, h�� crescente necessidade em avaliar n��o somente medidas cl��nicas de efic��cia relacionadas ��s habilidades comunicativas, mas tamb��m aspectos mais gen��ricos envolvidos na efetividade do tratamento, como a qualidade de vida. OBJETIVOS: Tradu����o e adapta����o de question��rio internacional para o Portugu��s Brasileiro; an��lise das correla����es entre fatores relacionados �� qualidade de vida; an��lise das correla����es entre qualidade de vida e medidas cl��nicas de resultado. MATERIAL E M��TODO: Estudo prospectivo realizado com pais de crianças com implante coclear consistindo na aplica����o de instrumentos validados para avaliar aspectos de qualidade de vida e habilidades comunicativas. RESULTADOS: A tradu����o e adapta����o cultural do question��rio foi satisfatoriamente realizada e este estudo proporciona a disponibiliza����o do question��rio em vers��o para o Portugu��s Brasileiro. Pelos dados obtidos, o implante coclear apresentou efeito positivo na qualidade de vida das crianças implantadas e de suas fam��lias. As correla����es observadas para a vari��vel comunica����o demonstram uma rela����o direta entre comunica����o oral e outras vari��veis de qualidade de vida. CONCLUS��O: Este estudo disponibiliza o question��rio em vers��o para o Portugu��s Brasileiro. Para os pais de crianças brasileiras usu��rias de implante coclear, a habilidade lexical (aquisi����o e uso das palavras) �� a vari��vel de maior impacto na qualidade de vida de seus filhos.

Monitoramento de crianças com indicadores de risco para a defici��ncia auditiva

Purpose: to describe the proposal of monitoring children in the first year of life, who were not identified in the newborn hearing screening program but had risk factors for hearing loss. Method: the study included 258 risk children who had obtained the result ���pass��� in the Universal Newborn Hearing Screening Program of Hospital Santa Isabel ��� Bauru/SP, from June to November 2008. It was applied by the telephone, a validated questionnaire in a previous study, containing questions about hearing and language. For each question there were two possible answers: ���yes��� or ���no��� and we considered ���failure��� to obtain at least one ���no��� answer. With such result, the child was scheduled to perform an immediate hearing evaluation. Results: the questionnaire was applied with 169 families; with the others, there was no contact. From the total, 164 (97,04%) obtained ���passed��� and five (2,96%) ���failed���. Between these five children, only three showed up for hearing evaluation and one had no disorders; two presented conductive hearing loss. It was observed distinct prevalence among the risk factors and there was no relation (p>0,05) of the risk factors with the evasion in the monitoring process. Conclusion: the monitoring through a questionnaire applied by telephone proved to be feasible, however, it is necessary to develop strategies to support their execution.

Avalia����o da qualidade de vida em crianças com implante coclear: revis��o sistem��tica

The use of cochlear implant (CI) in children enables the development of listening and communication skills, allowing the child's progress in school and to be able to obtain, maintain and carry out an occupation. However, the progress after the CI has different results in some children, because many children are able to interact and participate in society, while others develop limited ability to communicate verbally. The need for a better understanding of CI outcomes, besides hearing and language benefits, has spurred the inclusion of quality of life measurements (QOL) to assess the impact of this technology. OBJECTIVE: Identify the key aspects of quality of life assessed in children with cochlear implant. METHOD: Through a systematic literature review, we considered publications from the period of 2000 to 2011. CONCLUSION: We concluded that QOL measurements in children include several concepts and methodologies. When referring to children using CI, results showed the challenges in broadly conceptualizing which quality of life domains are important to the child and how these areas can evolve during development, considering the wide variety of instruments and aspects evaluated.

Perfil de habilidades do desenvolvimento em crianças com holoprosencefalia e holoprosencefalia like

OBJETIVO: investigar e comparar o desempenho nas habilidades relacionadas ao desenvolvimento motor, cognitivo, lingu��stico, de socializa����o e autocuidados de indiv��duos com holoprosencefalia e com holoprosencefalia-like. M��TODO: participaram deste estudo 20 indiv��duos com diagn��stico de holoprosencefalia, na faixa et��ria de 18 a 72 meses, de ambos os sexos, divididos em 2 grupos. O grupo 1 (G1) composto por 12 indiv��duos com sinais cl��nicos do espectro da holoprosencefalia, e o grupo 2 (G2) com holoprosencefalia-like composto por 8 indiv��duos com sinais cl��nicos do espectro da holoprosencefalia-like. A coleta de dados foi realizada por meio da aplica����o do Invent��rio Portage Operacionalizado que avalia as ��reas alvos deste estudo. Para a an��lise estat��stica utilizou-se an��lise descritiva da mediana e dos valores m��nimos e m��ximos e foi aplicado o teste estat��stico de Mann Whitney (< 0,05% para signific��ncia). RESULTADOS: os grupos 1 e 2 apresentaram altera����es em todas as ��reas do desenvolvimento avaliadas. Entretanto, os indiv��duos do G1, com holoprosencefalia apresentaram maiores comprometimentos nas habilidades: motora, cognitiva, de linguagem, de socializa����o e autocuidados, quanto comparados aos indiv��duos do G2, com holoprosencefalia-like. CONCLUS��O: o desempenho nas ��reas motoras, cognitivas, de linguagem, de socializa����o e autocuidados de indiv��duos com holoprosencefalia e holoprosencefalia-like foi aqu��m do esperado, principalmente naqueles indiv��duos com holoprosencefalia, que se justifica pelo maior comprometimento no sistema nervoso central. A natureza destas altera����es pode estar associada ao universo de altera����es neurol��gicas e craniofaciais descritas nestes quadros cl��nicos e tamb��m �� influ��ncia do ambiente social.