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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research is to develop reading comprehension strategies in a group of 3 fifth grade school-aged children with difficulties in reading comprehension (impairment of the understanding of sentences with a complex logicalgrammatical structure due to the constant loss of the objective of the activity) and low cognitive motivation. A pre-test and post-test evaluation was carried out after the application of the intervention. The intervention program was based on the formation of the zone of proximal development, the guiding basis of action, the formation of mental actions in stages and the gradual formation of brain mechanisms identified with weaknesses through shared reading activities in which used and analyzed language. The results show that the activity regulation strategies used by the children for reading comprehension after the intervention were: they identify the objective in the text considering its structure, they use graphic representations to organize and classify the information, they reread some sections, take notes, underline important words and ideas. Regarding the strategy that involves cognitive motivation after the intervention, the dialogic conversation with other readers, establishing relationships between the texts, stood out. It is concluded that both the activity regulation strategies and the strategies that involve cognitive motivation favor the interaction between the reader and the text and the relationship between the reader and other readers due to the emotional content that the texts generate in the dialogic interaction. [ABSTRACT FROM AUTHOR]

Socio-emotional competences (CSE) refer to the development of empathy, respect, trust, assertiveness, dialogue, cooperation, acceptance and appreciation of diversity, which are fundamental for an adequate coexistence in society. Socio-emotional development has been established as a predictor of psychosocial adaptation and an important factor in the prevention of academic difficulties, mental disorders and psychosocial conflicts. Much has been discussed about the pedagogical projects of schools and the training of teachers in this regard. However, due to the recent approval of the new curricular basis, there are still few works that have proven effective proposals. To continue promoting dialogue and reflection on this topic, this article aims to contribute with some pedagogical proposals based on historical-cultural psychology and its conception of personality development, as well as presenting curricular programs developed in other countries, highlighting the contributions of creative activities to socioemotional education. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The presence of screens in everyday family and school life has had repercussions on the interactional and communicational processes that are part of the triadic relationship between children, adults and digital screens. In this sense, the Pragmatic Theory of the Object reinforces the importance of the adult in the cultural insertion of the object and in the understanding of its use in front of the child. Therefore, we sought to understand how development processes occur in childhood, based on this triadic interaction. A systematic review of the literature was carried out with articles indexed in the Scopus, Virtual Health Library and APAPsycNet databases, published between January 2017 and December 2022. Nineteen articles were found and, after reading these studies, three categories were established of analysis: (1) Quality of triadic interactions; (2) Parental Mediation; and (3) The impact of screens on child development. It was observed that adult mediation in the use of digital screens by children impacts the quality of triadic interaction. Digital screens are part of children's culture and parental mediation regarding the appropriate use of technology is essential, which favors the positive impact on child development. The absence of mediation can favor the problematic use of the screen, evidenced mostly in the literature found. [ABSTRACT FROM AUTHOR]

To assess and monitor the motor development of infants in a residential care facility for children. Methods: This longitudinal study was conducted in Governador Valadares, Minas Gerais, between January 2016 and November 2023 in a residential care facility for children. Data on birth, health conditions, and institutionalization of infants were collected from the records of the institution. The motor development was assessed using the Alberta Infant Motor Scale at admission and every two months. Results: A total of 28 infants (57.14% female) with age of 13.70 ± 7.39 months at institutionalization were included. The most frequent causes of institutionalization included neglect, abandonment, and caregiver use of alcohol or drugs (or both). Most infants who presented delayed motor development at the initial assessment improved satisfactorily during the period of institutionalization. Conclusion: The motor development of infants in a residential care facility for children improved. They acquired age-appropriate motor skills when placed in an environment with adequate resources and stimuli, including early physiotherapeutic intervention. These findings highlight the importance of an enriched environment in facilitating infant development in institutional settings. [ABSTRACT FROM AUTHOR]

To identify the neuropsychomotor development, home affordances, and family socioeconomic profile of children up to 24 months of life attending daycare centers. Method: Cross-sectional study. Nineteen children of both sexes, aged between 10 and 24 months, and attending daycare centers were assessed. Twelve children from the same daycare center were assessed in person at the daycare, whereas seven children from different daycare centers were assessed remotely (synchronous model). Neuropsychomotor development was evaluated using the Child Development Surveillance Instrument from the Ministry of Health contained in the Child Health Record. Home affordances were assessed using the Affordances in the Home Environment for Motor Development – Infant Scale questionnaire, and family socioeconomic status was determined using the Brazilian Association of Research Companies questionnaire. Results: Sixteen children were classified as having adequate development, one as risk for developmental delay, and two as probable developmental delay. The socioeconomic level of the families was homogeneous among B1 (26.3%), B2 (26.3%), and C1 (26.3%) classes. Most parents had completed high school. Regarding home affordances, most were classified as excellent (n = 7) or adequate (n = 6). Conclusion: Children attending the daycare centers evaluated in the study exhibited neuropsychomotor development appropriate for their age, had age-appropriate affordances in the home environment, and belonged to the socioeconomic classes B1, B2, and C1. [ABSTRACT FROM AUTHOR]

To describe the profile of infants attended at a physical therapy outpatient clinic for discharged patients from the neonatal intensive care unit of Santa Casa de Uruguaiana (Rio Grande do Sul, Brazil). This is a quantitative, observational, and cross-sectional study. The following variables were included: sex, date of birth, gestational age, birth weight, type of delivery, neonatal complications, as well as age and clinical history of the mother. The Alberta Infant Motor Scale was used to assess motor performance. The sample consisted of 49 infants (67.3% males) discharged from the NICU. Univariate analysis indicated a higher risk of atypical motor development among boys (PR: 1.15, p = 0.33). The infants in our sample had more than one risk factor associated with motor development, and the greater the cumulative effect of the risks, the higher the chances of having unfavorable outcomes. [ABSTRACT FROM AUTHOR]

Understanding and measuring the determinants that influence child development could help to better target early childhood health care. The Bayley III scales were used to assess the development of children with and without a diagnosis of zika virus congenital syndrome, participating in a longitudinal study and evaluated at home. Inter-observer reliability was examined at three assessment points, and the process of training and supervising the interdisciplinary team was also described, in order to standardize the procedures for applying the instrument in data collection. Reliability measures were produced using the kappa index and the intraclass correlation coefficient (ICC). The average kappa values were 0.92, 0.89 and 0.96, respectively, for the first, second and third measures of inter-rater reliability. The ICC remained above 90% for each sub-scale evaluated in the three measurements carried out. The results show excellent indicators of reliability in the application of the scales, suggesting the importance of training and supervising the team to ensure a standard of inter-observer reliability in the assessment of children with neurodevelopmental disorders in population studies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología is the property of Cuadernos de Neuropsicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For Cultural-Historical Psychology, written language is a complex symbolic system responsible for a significant qualitative leap in the historical development of the human psyche by representing, through very specific signs, the structure of oral language and the organization of thought. Trying to overcome the separation between alphabetization and literacy, within the limits of a cognitive and neuroscientific conception of reading, this article analyzes a field study carried out with preschoolers that were playing during the construction of a forest. During the activity, the children needed to express themselves through written language, like primitive men in their caves. In this way, this study aims to make a scientific contribution to the role of written language in Early Childhood Education, a subject that is still so controversial. [ABSTRACT FROM AUTHOR]

This study focuses on the critical role of grandparents in Spain's contemporary family structure, particularly in the Canary Islands, and their impact on grandchildren's education and development. Through a systematic literature review, including the analysis of 16 relevant articles, the multifaceted contributions of grandparents, from caregiving to education, are explored, highlighting the positive impact of intergenerational interactions on children's value and skill development. Moreover, the significance of intergenerational projects involving grandparents and grandchildren in educational and community activities is emphasized to enrich educational experiences and strengthen family bonds. Framed within the studies of the University Chair on Life Cycles and Elderly People at the University of La Laguna, this work underscores the need to recognize and support grandparents' role in educating future generations amidst a lack of previous research in the Spanish context and the constant evolution of family dynamics. [ABSTRACT FROM AUTHOR]

Introduction: In Childcare Nursing Consultations, nurses monitor children's growth and development, an essential practice for health promotion and prevention. However, there are weaknesses in their implementation, such as gaps in records and deficits in the preventive assessment of important outcomes in childhood, such as obesity and malnutrition. Objective: To identify nurses' actions in childcare Nursing consultations in the Primary Care network of a municipality in the semi-arid region of northeastern Brazil. Methods: A qualitative and descriptive-exploratory study carried out with 9 nurses working in the Family Health Strategies of Primary Care in a municipality from the state of Rio Grande do Norte, in the inland of the semi-arid region of northeastern Brazil. The data were collected through semi-structured interviews between January and March 2021 and analyzed using Thematic Content Analysis. Results: A total of 5 analysis and discussion categories emerged: welcoming for the bond; anthropometry and physical examination; child development surveillance; health education: caring attitude; and difficulties completing the children's health booklets. Conclusion: It was noticed that nurses are able to carry out a comprehensive assessment of children's health, permeating care through bonding, welcoming and health education. It is evidenced that there are deficiencies in completing the booklets and that the Nursing Process does not follow the expected structure, which may compromise care quality. [ABSTRACT FROM AUTHOR]

The manifestations of infants with both parents in the first year of life constitute a valuable tool for assessing the course and quality of the attachment they develop with them. However, there are no updated and contextualized descriptions in Cuba, so the present study was proposed to characterize the manifestations of Cuban infants in relation to their mother and father during the formation of attachment in the first year of life. A qualitative methodological approach and a Multiple Case Study design with nine triads are adopted. The results reflect that in the pre-attachment period are found the origins of the differentiated affective relationship of infants with their parents are found, manifesting a preferential interaction with them in the presence of a stranger, while during the attachment in formation it is much more discriminate with the mother. In the attachment stage, infants show interest in maintaining proximity to both parents, but tend to use the mother as an emotional refuge and show greater affective expressiveness when reunited with her than with the father. These results are similar to those described in Attachment Theory regarding the development of attachment at this stage and show that the infants' manifestations are indicators of the formation of a progressive affective relationship with their parents that goes through different stages during in the first year and is first formed with the mother. [ABSTRACT FROM AUTHOR]

Copyright of Cogitare Enfermagem is the property of Cogitare Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Child development assessment scales for children under 2 years of age are a crucial resource for assessing developmental milestones in this population. In countries such as the United States there is a wide range of scales or screening instruments for monitoring development during the first 5 years of life, but the reality in Latin American countries is quite different. Assessing child development is a complex task, as it implies a multidisciplinary approach and a multidimensional analysis that generally encompasses the following dimensions: motor, cognitive, affective and social. The aim of the present systematic review was to describe the structure of child development assessment scales for children aged 6-18 months available in Spanish, Portuguese and English, as well as to provide additional information on translation studies and cultural validation of the English instruments for the Latin American region. The search was carried out in the VHL, PubMed, SCOPUS, Web of Science, SciELO and Redalyc, as well as employing additional strategies such as consulting the websites of publishers such as Vetor, Pearson, Hogrefe and TEA. The MeSH descriptors used were: "Neuropsychological tests" AND "Survey and questionnaires" AND "Child development" AND "Infant". A total of 156 potentially relevant studies were retrieved and, from these, 18 instruments were selected that met the eligibility criteria. The prevalence of scales or screening instruments in English is confirmed and studies of translation, cultural validation and design of new instruments for the Latin American region are under development. From a critical approach, the advantages and disadvantages of the use of scales for the diagnosis of child development from the earliest ages are analyzed. It is concluded that the knowledge of a list of screening instruments in English, Portuguese and Spanish is relevant information for the work of professionals who face the demand of monitoring child development from the prelinguistic stage for clinical and research purposes. [ABSTRACT FROM AUTHOR]

The main objective of this article was to analyze the occurrence of recognizing the other's perspective in preschool children when participating in oral tradition rule games. For this, we review the theoretical-methodological contributions of the Vygostkyan sociocultural perspective about the Recognition of the Other's Perspective (RPO) that allows preschool children to attribute beliefs, desires, emotions, and intentions to themselves and others. In this way, we show the traceability of this Higher Psychological Process (HPP) concerning the emergence of social consciousness in the child during the first year of life. In another way, the communicative acts that imply the use of external language, transitional language, and internal language, the relationship between rule handling and RPO in the participation of preschool children in rule games, are reviewed. The research followed a case study design with the participation of a 6-year-old boy during eight sessions of games with rules typical of her community of origin. The analysis model proposed the triangulation of the hermeneutic, phenomenological, and micro-genetic analysis to establish relationships between the RPO and the management of the rules in the game from different positions of the child. The analysis shows that the RPO progressively demands an awareness of the positioning of the roles in the game based on the rules to permanently update the relationship with others at the inter-psychological and intra-psychological levels [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Salud VIVE is the property of Revista de Investigacion en Salud VIVE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The COVID-19 pandemic reduced the possibilities of generating stimulating spaces for children’s development, as all the systems with which a child interacts during this phase were affected. Objective: To identify the existing scientific evidence about the effects on child development in children aged less than 5 years old that were living with their parents while the social distancing measures adopted due to COVID-19 were in force. Method: An integrative review guided by the framework proposed by Whittemore and Knafl and the PRISMA statement, to consult the following databases: Medline, ScienceDirect, Scopus and SciELO, with a search performed in English using these descriptors: “child development,” “growth and development,” “parenting,” “teleworking,” “infant care,” “home nursing,” “social isolation,” “coronavirus infections,” and “COVID-19.” The eligibility criteria were as follows: quantitative or qualitative studies that addressed the direct effects of the pandemic on children aged less than 5 years old; in turn, the exclusion criteria corresponded to articles with a population comprised of children with diagnosed developmental disorders or disabilities. Results: A total of 17 articles were included, whose findings were classified into the following categories: Exposure to risk stimuli, Deprivation of stimuli, and Exposure to protective stimuli. It is revealed that parental stress, absence of games and lower exposure to interactions that promote development are connected to changes in cognitive, emotional, and learning processing, in addition to exerting a negative impact on motor and language development. Conclusion: The evidence suggests that social distancing can be the main cause for the onset of delays in child development, in its motor, language, cognitive, and socioemotional areas. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciencias de la Actividad Física UCM is the property of Ediciones Universidad Catolica del Maule and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introducción. En este artículo se presenta una reflexión sobre la necesidad de tener una visión holística en la problemática de la prematurez, para que los equipos del área de salud puedan tener una comprensión de la multiplicidad de factores presentes en el parto prematuro, y sus consecuencias para el menor, la madre, los familiares y el personal de salud involucrado. Tema de reflexión. El tema se sustenta en dos investigaciones realizadas con las madres, los padres y los niños beneficiarios del Programa Madre Canguro en un hospital del Estado, en dos momentos, 2012 y 2014, con algunos de los autores del presente artículo. Conclusiones. Además de la revisión de la literatura científica relacionada con el tema y la problemática, se concluye que, bajo una mirada holística, se comprende de manera integral la problemática y se propicia una mejor comunicación con los padres; con el equipo de la atención en salud, se logra un manejo transdisciplinario, superando los objetos de estudios aislados. Se da así un abordaje integrador y significativo en la cotidianidad de cada actor, desde la piel, con el Programa Madre Canguro, hasta la racionalidad de la ciencia. Introduction. This article presents a reflection on the need for a holistic view of the problem of premature births, so that healthcare teams can understand the multiplicity of factors present in premature births, and its consequences for the minor, the mother, the family members, and the healthcare staff involved. Topic of reflection. The topic is based on two investigations carried out with mothers, fathers, and children’s beneficiaries of the Mother Kangaroo Program in a State hospital, at two moments, 2012 and 2014, with some of the authors of this article. Conclusions. In addition to the review of the scientific literature related to the topic and the problem, it is concluded that, under a holistic view, the problem is understood in a comprehensive way and better communication with the parents is encouraged. With the healthcare team, cross-disciplinary handling is achieved, overcoming the objects of isolated studies. As such, there is an integrative and significant approach in the daily life of each actor, from the skin, with the Mother Kangaroo Program, to the rationality of science. Introdução. Este artigo apresenta uma reflexão sobre a necessidade de se ter uma visão holística da problemática da prematuridade, para que as equipes da área da saúde possam ter uma compreensão da multiplicidade de fatores presentes no parto prematuro, e suas consequências para a criança, a mãe, os familiares e o pessoal de saúde envolvido. Tópico de reflexão. O tema é baseado em duas pesquisas realizadas com mães, pais e filhos beneficiários do Programa Mãe Canguru em um hospital estadual, em dois momentos, 2012 e 2014, com alguns dos autores deste artigo. Conclusões. Além da revisão da literatura científica relacionada ao tópico e ao problema, conclui-se que, sob uma visão holística, o problema é plenamente compreendido e incentiva-se uma melhor comunicação com os pais; com a equipe de saúde, consegue-se uma gestão transdisciplinar, superando os objetos de estudos isolados. Isto proporciona uma abordagem integradora e significativa no cotidiano de cada ator, desde a pele, com o Programa Mãe Canguru, até a racionalidade da ciência.

This study aimed to identify the techniques and instruments used to evaluate group social skills training with children aged 6 to 12, with typical or atypical development in the Brazilian and international contexts. Accordingly, an integrative literature review was carried out, selecting 37 studies according to the eligibility criteria adopted. Most of the studies used quantitative techniques, with a prevalence of standardized measures to evaluate the training. This is in line with the methodology adopted in quasi-experimental and experimental research. It was also observed that the techniques used to evaluate the training were predominantly applied with the children participating in the intervention, giving them a leading role in this type of investigation. The contribution of qualitative techniques in applied research and the dichotomy between quantitative and qualitative approaches are discussed, proposing mixed methods of investigation. [ABSTRACT FROM AUTHOR]

The Bayley scale is one of the most widely used instruments for assessing infant development. This article aimed to systematically review the contribution of the Bayley social-emotional scale in the assessment of social-emotional development in preterm infants. This systematic review followed PRISMA guidelines and was registered in PROSPERO. According to the inclusion criteria, 19 articles were selected from electronic databases. The results indicate reduced rates in evaluating the scale for children with lower gestational age, birth weight, and the association with environmental, biological, and hospital clinical factors. However, no analysis was found between the axes that guide the social-emotional development milestones present in the Bayley assessment and the developmental outcomes of preterm children. Bayley's social-emotional scale and other assessment methods can jointly compose a detailed and sensitive protocol for preterm infants regarding early childhood emotional health care. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Saude Publica is the property of Escola Nacional de Saude Publica Sergio Arouca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to describe an intersectoral workshop, between health and social assistance, for the production of teaching material from recyclable waste, for the Multidisciplinary Team of the Expanded Family Health Center for Primary Care (E-NASF/AP) of Jijoca de Jericoacoara/CE. Such action was necessary to qualify the work carried out by the aforementioned team, as it addressed the problem of the scarcity of pedagogical/educational material to work in a playful way with children, given the significant increase in services aimed at this audience. This is a qualitative approach, based on the participant observation method. The workshop contributed to the transformation of professional practice and improvement of the provision of services in the Unified Health System (SUS), guaranteeing its principles and guidelines. It is hoped, therefore, that the report of this successful experience will stimulate its replication. [ABSTRACT FROM AUTHOR]

In the socio-historical context of European modernity, this text aims to question how a life in stages has been forged within a "new sense of childhood" that imposes on young people the urgency of an existence in permanent development. Problematizing the idea of development, specifically child development and its implications for the production of ways of being a child, provides clues as to how the developmental narrative became hegemonic and unquestioned in the educational contexts for which it was intended. To this end, historical ontology is used as a methodological tool for initiating a dialogue with educators and psychologists from the 18th, 19th and 20th centuries, a dialogue that seeks to establish an understanding of how the idea of child development arose in association with the need to hierarchize and normalize the child population. We explore how the historical assemblages that link childhood understood as a period of chronological time to a certain idea of development are closely linked to political projects. This exercise is not possible without recognizing the Eurocentric and adult-centric viewpoint that has been assumed in the way we typically look at this subject, and given this, we express the importance of considering the multiplicity of other ways of being a child based on what non-Eurocentric epistemologies have shown us. [ABSTRACT FROM AUTHOR]

Introduction: Evaluations of knowledge obtained during conferences, whether in person or virtually, are rarely documented, in part because of the complexity of including an assessment, the pretesting involved, confidentiality concerns, and differences among attendees in terms of their education, language, and willingness to be evaluated. Objective: During a conference in the United States, we compared the recognition of developmental milestones using two different multimodal communication strategies (video vs. oral presentation) among three groups of childcare providers. Methods: Cross-sectional study with repeated measures. One hour before the conference completion, two groups (one virtual and one in-person) received an 8-minute multimodal presentation on child developmental milestones at 4 months (cartoon video); a control group, during the face-to-face conference, received an 8-minute multimedia presentation (oral via PowerPoint) on child developmental milestones at 4 months. The three groups responded twice to a scale to measure their recognition of developmental milestones before the lecture began and fifteen minutes before the end of the 2 ½ hours lecture. Results: Attendees, both in person and via the virtual modality, had significantly better recognition of developmental milestones at 4 months of age compared to the control group adjusted for age and education levels. Conclusion: These results suggest the advantages of a multimodal presentation using video versus an oral presentation during lectures to increase recognition of children's developmental milestones, which are complex and varied. Similarly, such a strategy may be effective regardless of the different characteristics related to the educational level or age of the set of participants attending a conference. [ABSTRACT FROM AUTHOR]

The aim of this article is to reflect on the repercussions of social distance in the routines and occupations of children during the COVID-19 pandemic. It is a reflective essay, structured from a narrative review, researching studies on the influence of the pandemic on children's routines and occupations and identifying the objectives, methods and main results of each document. The data, submitted to content analysis, resulted in the categories: Social distance and vulnerabilities; Mental health and influences on engagement in occupations; Engagement in occupations related to food; Engagement in school and learning occupations and Influences of technology on engagement in occupations. From an occupational perspective, experiences in social distance reveal complex situations that can trigger occupational deprivation, harming the health and well-being of children and families. However, they can provide opportunities to review forms, purposes and meanings in addition to engaging in occupations that received less time and personal investment. [ABSTRACT FROM AUTHOR]

The use of digital games as a possibility to enhance the teaching and learning processes in childhood emerges as an intentional strategy for learning specific content. However, serious digital games that include motor development, cognition and cooperation are not very viable. In this sense, the present study aims to present a theoretical model developed for the creation of an educational digital game that seeks to enhance aspects of child development. This is bibliographic research, with a qualitative approach, with exploratory and descriptive objectives. As a result, a model was presented that considers aspects of cognitive learning, motor aspects and psychosocial aspects. The proposal sought to use the learning potential of digital games in conjunction with theories of human development. It is worth noting that this is a suggestion for the application of some theoretical approaches and that the model presented needs empirical testing. [ABSTRACT FROM AUTHOR]

The present study emerged from discussions about the formation of children with the purpose of analyzing the process of creation and imagination in childhood using clay modeling as an important activity in child development. The theme becomes relevant to expand the child's cultural repertoire, as well as to increase the abilities to create and to imagine, typically human characteristics, which need to be stimulated for the formation of consciousness. The analysis is based on the critical dialectical method and on the Historical Cultural Theory, with a view to highlighting the role of imagination in the formation of superiors' psychological functions. The results revealed that working with clay in Early Childhood Education allows the child to move from the concrete material to more abstract representations of objective reality. Therefore, the transforming act performed in the art activity enables the child to actively participate in the human action in the relationship established with nature. [ABSTRACT FROM AUTHOR]

This study carried out a systematic review of literature published between 2015 and 2020 on bibliometrics; theoretical and methodological operationalization and directionality of the effects of the relationships between parenting and child temperament in studies about 4-7 years children. The search in BVS-Psi, Portal Regional da BVS, MEDLINE, Academic Search Premier, SocINDEX, SCOPUS, ScienceDirect, PsycInfo e PsycArticles databases, using the keywords "parenting", "child temperament" and "infant temperament" resulted in 24 studies selected for analysis. North American studies predominated, with a quantitative design, with mothers responding questionnaires. The theoretical-methodological framework used to assess parenting proved to be diversified, while the Psychobiological Model stood out in the assessment of temperament. It was found that temperament and parenting have a direct and indirect association and the effects of this relationship reverberate in child development. The importance of intervention programs to promote positive parenting and the development of child regulatory skills is highlighted. [ABSTRACT FROM AUTHOR]

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