Search

O objetivo deste texto é discorrer sobre a relação entre o desenvolvimento cognitivo da criança e o trabalho pedagógico na educação infantil. Trata-se de uma pesquisa documental, de revisão de literatura, que relaciona textos políticos e acadêmicos. Para isto, levantaram-se questões relacionadas às pesquisas científicas na área de Educação Infantil levando em conta as políticas públicas educacionais e assistenciais. Tais conhecimentos indicam o contexto social e histórico do tema, considerando para essa discussão autores sobre desenvolvimento infantil e pesquisadores sobre a educação infantil. Os resultados indicam que o estudo sobre a criança pequena começam no início do século 20, embora só final deste século se tenha dado atenção a essa faixa etária, principalmente quanto ao atendimento educacional. No entanto, pesquisas revelam que há benefícios para o desenvolvimento da criança quando são considerados os estudos sobre seu desenvolvimento no planejamento pedagógico do professor para a construção de uma educação de qualidade.

The aim of this review was to examine what is presently known about the nature of motor coordination and control problems in children with developmental coordination disorder (DCD) during ball catching and to provide directions for future research. A systematic literature search was conducted using four electronic databases (PubMed, Embase, PsycINFO and Web of Science), which identified 15 eligible studies. The results of the included studies were discussed, structured around the target population characteristics, the task used to measure motor coordination and control aspects, and the type of outcome. Children with DCD experience difficulties with both motor coordination and control during ball catching. They have been suggested to apply four compensation strategies to overcome these difficulties: a later initiation of the reaching phase, an earlier initiation of the grasping phase, a higher degree of coupling of the joints both intraand inter-limb, and fixating the joints. However, despite these compensation strategies, children with DCD still caught fewer balls than typically developing children in all studies. This was especially due to a higher amount of grasping errors, which indicates a problem with the timing of the grasping phase. Directions for future research and practical implications were discussed.

Child development is critical to human development and a prerequisite to a country's long-term socio-economic progress. Its gains are particularly more pronounced for a country like India, which is among the youngest countries in the world and largely relies on its labour force as a key growth input. As per the Child Development Index (CDI), India ranked 100th out of 141 countries in 2005–2010. However, these rankings mask considerable disparities and inequalities in child development existing within India. This paper computes the CDI values for and ranks major Indian states to facilitate a state-wise comparative analysis using the Save the Children, U.K. methodology employing secondary data from National Family Health Survey and Unified-District Information on School Education for 2005–2006 and 2015–2016. We observe considerable variations in the performance of different states across the three domains of health, education and nutrition. Between the two review periods, the most substantial progress has been achieved in improving health outcomes in terms of a reduction in under-five mortality. Meanwhile, non-net enrolment rates and the proportion of underweight children have improved at a relatively modest rate. The study shows that nutritional outcomes tend to be the most critical factor impeding childhood development in India. Overall, the CDI values have declined from 2005–2006 to 2015–2016 for all states (except in the cases of Sikkim and Uttar Pradesh) indicating that on average, child well-being in India has improved. In conclusion, there is a need for evidence-based state-specific interventions to enhance child development in India.

Os avanços científicos, históricos e culturais passaram a considerar a criança como sujeito que tem sua própria singularidade. Isso trouxe novas configurações do brincar como ferramenta essencial para o desenvolvimento infantil. Para refletir sobre esses aspectos, o projeto de extensão universitária “Jogos, Brinquedos e Brincadeiras: a infância e sua singularidade”, desenvolvido na UFMS/Campus de Naviraí/MS, no período de junho a novembro de 2019, com carga horária de 40 horas para o público participante, inclui palestras, exposições de jogos, brinquedos, brincadeiras e oficinas de produção de materiais. O público-alvo é composto de professores/as da educação infantil, coordenadores/as e acadêmicos/as do Curso de Pedagogia. O objetivo geral do trabalho é o de implementar ações de formação de professores da etapa da educação infantil visando discutir, selecionar e produzir recursos pedagógicos que darão suporte à ação educativa em Centros Integrados de Educação Infantil de Naviraí/MS. Espera-se, com os objetivos específicos: a) discutir pesquisas sobre o brincar na educação infantil; b) analisar jogos, brinquedos, brincadeiras e as estratégias metodológicas para o trabalho com esses suportes na educação infantil; e c) produzir materiais para o uso em instituições de educação infantil.

Play is key to healthy childhood development, yet, there is growing international concern around decreasing opportunities for children to engage in unstructured, outdoor play. While municipalities ...

Discovering the processes through which early adverse experiences affect children’s nervous-system development, health, and behavior is critically important for developing effective interventions. However, advances in our understanding of these processes have been constrained by conceptualizations that rely on categories of adversity that are overlapping, have vague boundaries, and lack consistent biological evidence. Here, we discuss central problems in understanding the link between early-life adversity and children’s brain development. We conclude by suggesting alternative formulations that hold promise for advancing knowledge about the neurobiological mechanisms through which adversity affects human development.

Objective The structure of the semantic network is constructed and organized during childhood development. Previous publications have hypothesized that neurodegenerative diseases would lead to a disruption of this network reversing the steps acquired in childhood. Semantic Dementia (SD) is a subtype of frontotemporal lobe degeneration in which the main symptom is a specific loss of semantic memory. We aimed to describe the sequential acquisition of concepts in 3-8 years old children evaluated through the production of drawings and, in parallel, their progressive loss in SD patients. Methods 104 children between 40 and 96 months categorized into tertiles according to their age, 21 SD patients categorized into tertiles according to their score on a category fluency task and 34 healthy volunteers were asked to draw 12 items with, a priori, different age of acquisition and familiarity, belonging to four different semantic categories. We employed the drawings of the healthy volunteers to build a scoring scheme. We considered that a concept was acquired in children when 50% or more of its features were present in their drawings, and it was lost in patients when more than 50% were missing. Results Those concepts which the children were able to acquire earlier, according to our scoring scheme, tended to remain in patients with more advanced SD. While the items that children acquired later, were, in general, those that the SD patients lost at earlier disease stages. Conclusion The patterns of concept acquisition in children were the mirror image of the loss in patients with SD. Our study supports the hypothesis that the sequence of concept acquisition in childhood is reversed in SD patients.

The early years are critical for physical literacy (PL) and physical activity (PA). With increasing numbers of children attending early childhood education and care (ECEC), educators play a significant role in childhood development and may influence young children’s PL journey. Educators receive minimal training in PL and PA, but receive increasing direction to integrate these concepts into ECEC learning. The purpose of this study was to assess educators’ PL, then determine which components of their PL were associated with self-reported intentions and behaviours to promote PL and PA. Educator PL was moderate, while self-reported intentions and behaviours to provide PL and PA opportunities were high. Only one component of PL was associated with intentions and behaviours. The PL of educators may not inform their intentions and behaviours to provide PL and PA within ECEC frameworks.

Despite a rapidly growing understanding of hoarding disorder (HD), there has been relatively limited systematic research into the impact of hoarding on children and adolescents. The goal of this paper is to suggest future research directions, both for children with hoarding behaviours and children living in a cluttered home. Key areas reviewed in this paper include (1) the need for prospective studies of children with hoarding behaviours and those who grow up with a parent with HD; (2) downward extensions of cognitive-behavioural models of adult HD that emphasise different information processing and behavioural biases in youth HD; (3) developmental research into the presentation of emerging HD in childhood compared with adulthood presentations of the disorder, with consideration of typical childhood development and unique motivators for childhood saving behaviours; (4) developmentally sensitive screening and assessment; and (5) the development of evidence-based treatments for this population. The paper concludes with a discussion of methodological suggestions to meet these aims.

The descending corticofugal fibers originate from the auditory cortex and exert control on the periphery via the olivocochlear efferents. Medial efferents are thought to enhance the discriminability of transient sounds in background noise. In addition, the observation of deleterious long-term effects of efferent sectioning on the response properties of auditory nerve fibers in neonatal cats supports an efferent-mediated control of normal development. However, the role of the efferent system in human hearing remains unclear. The objective of the present study was to test the hypothesis that the medial efferents are involved in the development of frequency discrimination in noise. The hypothesis was examined with a combined behavioral and physiological approach. Frequency discrimination in noise and efferent inhibition were measured in 5- to 12-yr-old children (n = 127) and young adults (n = 37). Medial efferent strength was noninvasively assayed with a rigorous otoacoustic emission protocol. Results revealed an age-mediated relationship between efferent inhibition and frequency discrimination in noise. Efferent inhibition strongly predicted frequency discrimination in noise for younger children (5–9 yr). However, for older children (>9 yr) and adults, efferent inhibition was not related to frequency discrimination in noise. These findings support the role of efferents in the development of hearing-in-noise in humans; specifically, younger children compared with older children and adults are relatively more dependent on efferent inhibition for extracting relevant cues in noise. Additionally, the present findings caution against postulating an oversimplified relationship between efferent inhibition and measures of auditory perception in humans. NEW & NOTEWORTHY Despite several decades of research, the functional role of medial olivocochlear efferents in humans remains controversial and is thought to be insignificant. Here it is shown that medial efferent inhibition strongly predicts frequency discrimination in noise for younger children but not for older children and adults. Young children are relatively more dependent on the efferent system for listening-in-noise. This study highlights the role of the efferent system in hearing-in-noise during childhood development.

The importance of early childhood development has been on the radar of social scientists for decades, yet its connection to global development potential is relatively new. In May 2018, the World Health Organization (WHO) outlined a Nurturing Care Framework (NCF) to improve childhood development, claiming that one of the best ways a country can improve prosperity, economic growth, equitable opportunities, and reduce social inequalities is simple: invest in early childhood development. The WHO components of the NCF include: (1) good health, (2) adequate nutrition, (3) responsive caregiving, (4) opportunities for early learning, and (5) security and safety. Many of the existing discussions on improved child development focus on one avenue to improve child development and fail to compare various possible avenues to determine which is most critical. This paper utilizes Demographic and Health Survey data and WomanStats data from 7 African countries to determine the most influential factor to improve early childhood development for 36–59-month-old children, among those listed in the NCF. Measures of child development include: understanding words and numbers, ability to follow instruction, independence, playing with others, and distractibility. Though all five components of the NCF are necessary, understanding the most influential will streamline efforts moving forward. Results suggest that early learning opportunities and security and safety are most crucial to early childhood development, providing a clear path forward for governments, aid organizations, and households.

Risk and time preferences have often been viewed as reflecting inherent traits such as impatience and self-control. Here, we offer an alternative perspective, arguing that they are flexible and environmentally informed. In Study 1, we investigated risk and time preferences among children in the United States, India, and Argentina, as well as forager-horticulturalist Shuar children in Amazonian Ecuador. We find striking cross-cultural differences in behavior: children in India, the United States, and Argentina are more risk-seeking and future-oriented, whereas Shuar children are more risk-averse and exhibit more heterogeneous time preferences, on average preferring more today choices. To explore 1 of the socioecological forces that may be shaping these preferences, in Study 2, we compared the behavior of more and less market-integrated Shuar children, finding that those in market-integrated regions are more future-oriented and risk-seeking. These findings indicate that cross-cultural differences in risk and time preferences can be traced into childhood and may be influenced by the local environment. More broadly, our results contribute to a growing understanding of plasticity and variation in the development of behavior. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Metacognition research dates back decades and remains a thriving field of scientific inquiry. From its inception, the construct was translational in nature, but only after years of research do we have the privilege of reflecting on the many basic and applied aspects of our knowledge about metacognition. Here, we discuss the metacognition literature from historical and translational-phase perspectives to support thinking about how to move this research from basic knowledge to real-world application. Translational metacognitive research in humans appears to be characterized by 2 traditions, 1 concerned with normative child development and its implications for educational settings, the other concerned with where metacognition goes awry in states of clinical psychological or neurological illness. The articles in this special issue represent these 2 subareas nicely, while at the same time explicitly calling for integrative research and unified definitions of metacognition. In addition to its valuable contributions to psychological science, this journal’s requirement that trainees be represented at all levels of the publication and editorial process has provided rich learning opportunities for trainees and their mentors, enhancing professional experience and establishing connections between metacognition researchers across the world. As all work represented in Translational Issues in Psychological Science (TPS) is written for a general audience, we hope the many intellectual and real-world fruits of this special issue reach far and wide.

ilustraciones, gráficas, tablas En el contexto latinoamericano son escasos los estudios que abordan las creencias parentales sobre las emociones y la regulación emocional durante el período de transición entre la infancia y la adolescencia. Por tanto, el presente estudio se propuso comprobar la influencia de las creencias parentales mediadas por las reacciones parentales sobre la regulación emocional de niñas y niños de 8 a 12 años. Para tal fin se planteó un diseño transversal en el que 217 padres y sus hijos/as residentes de la ciudad de Bogotá (Colombia) respondieron cuestionarios de autoreporte. Posteriormente, haciendo uso del modelamiento de ecuaciones estructurales, se encontró que las creencias parentales sobre emociones mostraron una contribución significativa y directa sobre la regulación emocional de los niños (β=.26; p< .05). A su vez, estas creencias tienen un efecto positivo directo sobre las reacciones parentales de bajo apoyo (β=.52; p< .001), las cuales influyen negativamente a la regulación emocional (β=-.28; p< .05). En cuanto a las reacciones de apoyo, estas no mostraron un aporte significativo sobre la regulación emocional de los niños. Los hallazgos del presente estudio permiten concluir que las creencias de los padres sobre las emociones influyen de manera directa a la regulación emocional, con mayor probabilidad que mediadas por las reacciones parentales de bajo apoyo. Asimismo, se destaca la crianza como un proceso dinámico y cambiante en el que las reacciones que inicialmente son de apoyo podrían perder esta función durante la transición de la infancia a la adolescencia. (Texto tomado de la fuente) In the Latin American context, few studies address parents' beliefs about emotions and emotional regulation during the transition period between childhood and adolescence. Therefore, the present study aimed to prove the influence of parents' beliefs mediated by parental reactions on the emotional regulation of girls and boys between 8 and 12 years old. To this purpose, a cross-sectional design was used in which 217 parents and their children living in the city of Bogota (Colombia) answered self-report questionnaires. Subsequently, using structural equation modeling, parental beliefs about emotions were found to significantly and directly influence children's emotional regulation (β=.26; p

Moral emotions are experienced in daily life and are crucial for mediating appropriate social behaviors, as they prevent individuals from committing transgressions. In this study, caregivers of 377 children aged between 2.5 and 6.5 years old completed the Moral Emotions Questionnaire (MEQ), a parent report aimed to separately identify the presence of shame, guilt, and pride behaviors in early childhood. To validate this newly developed questionnaire, a confirmatory factor analysis and measurement invariance were conducted, and internal consistency, and concurrent validity were tested. Outcomes confirmed that the three moral emotions can be individually identified through the MEQ, even at such an early age. The MEQ scales showed acceptable internal consistencies and the associations between the three moral emotions and externalizing behaviors, internalizing behaviors, and social competence were in accordance with previous research, therefore confirming concurrent validity.

Resumen: El interés por dar cuenta de las dinámicas de legitimación de la ciencia se ha ido acrecentando ante el debate por la disminución pública de su autoridad como discurso de verdad. El presente artículo explora interrogantes que abre tal debate a partir del análisis de una controversia registrada en el marco de un trabajo de campo etnográfico en un laboratorio de investigación. En esta controversia se contraponen hechos científicos relevantes para la toma de decisiones políticas sobre desarrollo cognitivo infantil. Desde el punto de vista nativo, la disputa gira en torno a dos problemas: (a) la comunicación tergiversada de conocimientos sobre pobreza y desarrollo infantil por parte de instituciones dedicadas a la divulgación, organismos multilaterales y distintos profesionales del campo de la salud y la neurociencia y (b) el uso político de tales declaraciones y conocimientos para orientar acciones gubernamentales en el ámbito local. A lo largo del trabajo, se reconstruye la forma en que el conjunto de investigadores moviliza evidencias científicas para discutir afirmaciones de hecho, presentadas en los medios como verdaderas. Para hacer esta reconstrucción, se consideran las dinámicas de legitimidad que se despliegan alrededor de esta controversia. Siguiendo la perspectiva de la coproducción, el análisis pone de manifiesto que la legitimidad del saber científico va más allá de la prueba de su verdad e involucra una pluralidad de perspectivas en disputa en la que entra en juego no solo el peso de las evidencias, sino los distintos imaginarios políticos que los agentes sustentan. Dicha pluralidad torna visible la relación indisociable entre los aspectos epistémicos, sociales y normativos. Esta etnografía nos muestra que la ciencia no es separable de la sociedad y de la política. La ciencia no solo informa la toma de decisiones políticas, sino que también se produce en respuesta y en continuidad con la discusión pública y actúa en la coproducción de un sentido de lo político y lo social. Abstract: Recent years have witnessed a growing interest in examining the dynamics of the legitimation of science in light of the debate over the public undermining of its authority as a discourse of truth. This article explores the questions raised by this debate based on the analysis of a controversy recorded in the framework of ethnographic fieldwork in a research laboratory. This controversy pits scientific facts relevant to policy decisions about children’s cognitive development against each other. From the native’s point of view, the dispute revolves around two issues: (a) the misrepresented communication of knowledge about poverty and childhood development by outreach institutions, multilateral agencies, and various health and neuroscience professionals; and (b) the political use of such statements and knowledge to guide local level government actions. What is reconstructed throughout the paper, is the way in which the set of researchers mobilizes scientific evidence to dispute factual claims presented in the media as true. This is done by considering the dynamics of legitimacy that unfold around this controversy. Following the perspective of co-production, the analysis shows that the legitimacy of scientific knowledge goes beyond the proof of its truth and involves a plurality of contested perspectives in which both the weight of evidence and the different political imaginaries that the agents sustain come into play. This plurality exposes the inseparable relationship between epistemic, social, and normative aspects, while the ethnography highlights that science cannot be separated from society and politics. Science does not only serve to inform political decision-making; it is also produced in response to and in continuity with public discussion and acts in the co-production of a sense of the political and the social. Resumo: O interesse por evidenciar as dinâmicas de legitimação da ciência vem aumentando diante do debate pela diminuição pública de sua autoridade como discurso de verdade. Neste artigo, são explorados interrogantes que tal debate abre a partir da análise de uma controvérsia registrada no âmbito de um trabalho de campo etnográfico num laboratório de pesquisa. Nessa controvérsia, são contrapostos fatos científicos relevantes para a tomada de decisões políticas sobre o desenvolvimento cognitivo infantil. Do ponto de vista nativo, a disputa gira em torno de dois problemas: (a) a comunicação tergiversada de conhecimentos sobre pobreza e desenvolvimento infantil por parte de instituições dedicadas à divulgação, organismos multilaterais e diferentes profissionais do campo da saúde e da neurociência, e (b) o uso político de tais declarações e conhecimentos para orientar ações governamentais no âmbito local. Ao longo do trabalho, é reconstruída a forma em que o conjunto de pesquisadores mobiliza evidências científicas para discutir afirmações de fato, apresentadas nos meios como verdadeiras. Para fazer essa reconstrução, são consideradas as dinâmicas de legitimidade que são desenvolvidas sobre essa controvérsia. Seguindo a perspectiva da coprodução, a análise demonstra que a legitimidade do saber científico vai mais além da prova de sua verdade e envolve uma pluralidade de perspectivas em disputa na qual entram em jogo não somente o peso das evidências, mas também os diferentes imaginários políticos que os agentes sustentam. Essa pluralidade torna visível a relação indissociável entre os aspectos epistêmicos, sociais e normativos. Essa etnografia nos mostra que a ciência não é separável da sociedade e da política. A ciência tanto informa a tomada de decisões políticas quanto é produzida em resposta e em continuidade com a discussão pública, além de agir na coprodução de um sentido do político e do social.

V članku predstavljava razširjenost obremenjujočih in pozitivnih izkušenj v otroštvu (OIO in PIO) na panelnem (pod)vzorcu 18- do 30-letnikov/-ic v Sloveniji ter njihovo povezanost s samoocenjenim šolskim uspehom. Skoraj petina 18- do 30-letnikov iz prve slovenske OIO-raziskave je poročala o podpovprečnem šolskem uspehu do 18. leta starosti. Skladno s predhodnimi študijami so o takem uspehu pogosteje poročali tisti, ki so doživeli večje število OIO, pa tudi tisti z manjšim številom PIO. Rezultati kažejo, da PIO zmanjšujejo tveganje za slabši šolski uspeh tudi ob sočasni prisotnosti OIO ter blažijo učinek OIO na slabši šolski uspeh. Članek opozarja na nujnost ozaveščanja šolskih strokovnih delavcev o psihološki travmi, pa tudi o oblikovanju politik, programov in praks, ki bi travmo v šolskem kontekstu eksplicitno in sistematično naslovili. The article presents the prevalence of adverse and positive childhood experiences (ACEs and PCEs) in a panel (sub)sample of 18- to 30-year-olds in Slovenia and their association with self-assessed school success. Almost one-fifth of the 18- to 30-year-olds from the first Slovenian ACE survey had reported below-average school success by the age of 18. Consistent with previous studies, below-average school success was more frequently reported by those who had experienced a higher number of ACEs, and also those with fewer PCEs. The results show that PCEs reduce the risk of below-average school success even in the presence of concurrent ACEs and buffer the negative association between ACEs and poor school success. The article draws attention to the need to increase school professionals’ awareness of psychological trauma and to develop policies, programmes and practices that explicitly and systematically address trauma in the school context. Bibliografija: str. 109-114. Povzetek; Abstract: The association between adverse and positive childhood experiences and school success among youth in Slovenia. ARRS, Prevalenca in dolgoročni vplivi obremenjujočih izkušenj v otroštvu na funkcioniranje v odraslosti ARRS, Psihološki in nevroznanstveni vidiki kognicije ARRS, Kakovost življenja družbenih skupin

This thesis explores how the narratives presented in fairy tales influence black children and how they navigate fantasy and imagination while developing their self-image, world view, and definitions of value. This paper interacts with data ranging from the 1940s to the 2010s in order to see the shift in ideas of diversity and the inclusion of fairy tales and fantasy in educational settings over time. The methods used to gather data were semi-structured informal interviews with librarians, retired and active teachers, daycare workers, parents, etc. and content analysis of various stories and movies, most of which had fairy tale elements in them. After analyzing the data, the conclusion reached was that language and imagery are two of the most significant ways that narratives are presented and then absorbed by the audience. The interview respondents highlighted these two aspects continuously in their narrations of memories and experiences about fairy tales, diversity and childhood fantasy exploration both from their own childhood and their observations of children as adults. It became clear that representation needs to be present in literature and media. While it has improved over the years, there is still plenty of room for improvement.

This thesis consists of three essays about migration, gender, and family economics, within the framework of applied economics and with a special focus on a developing country. The first essay of my thesis contributes to the literature on fiscal policies and intergenerational transfers. The second essay contributes to the literature on the effects of children’s sex composition on parental behavior and how it may affect children’s cognitive and non-cognitive development. The third essay contributes to the literature on gender and family economics. The first chapter, co-authored with Rómulo A. Chumacero, develops a business cycle model of a small open economy with heterogeneous agents and international labor mobility, with a particular focus on taxes and transfer policies. Migration occurs as a result of the maximization problem of families and, combined with remittances, makes consumption smoothing possible. This paper shows how transfers from the government to young people and elders, funded with distortionary taxes, prompt the migration of people of working age and, among them, some of the most skilled members of the economy. The model is calibrated to match labor mobility in various age-skill groups and aggregate cycle dynamics of the Uruguayan economy, including government transfers and migration volatility. The second chapter investigates how the gender of the second-born sibling affects first- born cognitive and non-cognitive development and their parental treatment when children are on average 52 months (and not older than 66 months) in Uruguay. Since the study looks at children at a very early age, sibling-to-sibling influences are unlikely to play a role and hence an opportunity to isolate effects that arise purely via parental treatment. The identification strategy overcomes parental preferences’ bias of children’s sex composition due to the randomness of the sex of the second-born child. Results show that first-born boys who have a same-sex younger sibling have lower levels of motor skills and non-cognitive development. In contrast, first-born girls are not affected by having a younger sister or brother. The main drivers of the differences between first-born boys and girls are the lower probability of boys living with both biological parents, less investment of parents in their quality time, and a reduced likelihood of attending preschool. The third chapter analyzes the impact of intra-household bargaining on the labor supply of heterosexual couples with different divisions of domestic work. The objective is to compare the decision-making process in families with egalitarian, traditional, and non-traditional gender role attitudes towards the division of domestic work. Data from Uruguay shows that couples of all types are sensitive to bargaining power shifts, as measured by the non-labor income difference between cohabiting partners and married couples. Results suggest that a relatively rich male has more bargaining power and supplies less labor, and the opposite is true for his partner. In addition, being married reduces the labor supply of women and increases that of men in egalitarian households. These results are robust to selection into employment correction. Finally, less gender-normative households assign a larger share of non-labor income to women after the negotiation process. Esta tesis consta de tres ensayos sobre migración, género y economía de la familia, en el marco de la economía aplicada y con especial énfasis en un país en desarrollo. El primer capítulo de mi tesis contribuye a la literatura de políticas fiscales y transferencias inter- generacionales. El segundo capítulo contribuye a la literatura sobre los efectos de la com- posición sexual de los hijos en el comportamiento de los padres y cómo puede afectar el desarrollo cognitivo y no cognitivo de los niños y niñas. El tercer capítulo contribuye a la literatura sobre género y economía de la familia. El primer capítulo, en coautoría con Rómulo A. Chumacero, desarrolla un modelo de ciclos económicos de una economía pequeña y abierta a la movilidad de internacional del trabajo y agentes heterogéneos, con especial atención a los impuestos y las políticas de transferencia. La migración se produce como resultado del problema de maximización de las familias y, combinada con las remesas, hace posible la suavización del consumo. Este trabajo muestra cómo las transferencias del gobierno a los jóvenes y a los mayores, financiadas con impuestos distorsionantes, impulsan la migración de las personas en edad de trabajar y, entre éstas, a algunos de los miembros más calificados de la economía. El modelo se calibra para que coincida con la movilidad laboral en varios grupos de edad y nivel de calificación, así como con la dinámica del ciclo agregado de la economía uruguaya, incluidas las transferencias del gobierno y la volatilidad de la migración. El segundo capítulo investiga cómo el sexo del segundo hermano afecta al desarrollo cognitivo y no cognitivo del primer hijo y al comportamiento de los padres cuando los niños tienen una media de 52 meses (y no más de 66 meses) en Uruguay. Dado que este trabajo analiza a los niños en edades muy tempranas, es poco probable que las influencias entre hermanos desempeñen un rol importante en los resultados cognitivos y no cognitivos, brindando una oportunidad para aislar los efectos que surgen puramente a través del comportamiento de los padres. La estrategia de identificación supera el sesgo en las preferencias de los padres sobre la composición del sexo de los hijos debido a la aleatoriedad del sexo del segundo hijo. Los resultados muestran que tener un segundo hermano varón, relativo a tener una segunda hermana, afecta negativamente el desarrollo motor y el desarrollo no cognitivo del primer hijo, pero no afecta de forma diferenciada el desarrollo de la primer hija. Los principales mecanismos que podrían explicar las diferencias observadas entre los primeros hijos e hijas son: la menor probabilidad de vivir con ambos padres biológicos, la menor inversión de los padres en tiempo de calidad y la menor probabilidad de que asistan a la escuela pre-escolar. El tercer capítulo analiza a través de la oferta de trabajo de hombres y mujeres, el poder de negociación al interior de hogares en parejas heterosexuales, que difieren en normas sociales respecto a la división del trabajo doméstico y que son clasificados como tradicionales, igualitarios y no tradicionales. Los datos de Uruguay muestran que los hogares son sensibles a cambios en el poder de negociación, medidos por la diferencia de ingresos no laborales entre los miembros de la pareja y el hecho de estar casados. Los resultados sugieren que un hombre relativamente más rico tiene mayor poder de negociación y ofrece menos horas al mercado de trabajo, y lo contrario ocurre con su pareja. Además, el hecho de estar casado reduce la oferta de trabajo de las mujeres y aumenta la de los hombres en los hogares igualitarios. Estos resultados son robustos a la corrección por sesgo de selección en el mercado laboral. Por último, los hogares menos normativos en materia de género asignan una mayor parte de los ingresos no laborales a las mujeres tras el proceso de negociación.

ispartof: Journal Of Educational Psychology vol:114 issue:1 pages:37-55 status: published

Participation is key to childhood development and is essential for health and well-being; yet children with Autism Spectrum Disorder (ASD) participate less in social and physical activities compared to their typically developing peers and little is known about how social and motor challenges impact participation patterns. The current research garnered experiential insights of the quality and quantity of participation, through the lens of instructors (N = 9) working with a child or children with ASD. Semi-structured qualitative interviews were conducted to capture a comprehensive and informative profile of how social and motor functioning of children with ASD influence involvement in social and physical activities. Thematic analysis revealed consistent viewpoints in four main areas: (1) Viewpoints extend beyond the World Health Organization definition of participation; (2) Participation depends on who is involved; (3) Although motivation, confidence, and competence in social/motor domains underlie participation, social challenges were perceived as the greatest barrier; (4) While acknowledging the benefits of participation, it is necessary to be cognizant of the required supports. Throughout these themes, the notion of heterogeneity was made very clear. Collectively, perspectives offer descriptive insight which may be useful when designing opportunities for participation in social and physical activities among children with ASD.

This chapter discusses the large variety of diagnoses in childhood where chorea may be a prominent feature. Chorea is uncommon in children. It nearly always causes some interference with life activities and is perceived as involuntary by the individual. The terms “athetosis” and “ballism” designate similar movements, and are reviewed in this chapter. The most common cause of chorea in childhood is Sydenham’s chorea. This chapter provides a systematic approach to diagnosis and treatment of chorea in childhood, based on childhood development, epidemiology, primary features, associated symptoms, and understanding of neuroanatomy and pathophysiology.