Introduction: Investigating preschool children’s social behaviors and the association with oral health variables helps to understand child development. Besides that, different perceptions need to be explored regarding the impact of oral problems on the social behavior between the child’s self-report and parent’s/caregiver’s proxy report. Objective: To determine which socioeconomic and oral factors are associated with difficulty sleeping and playing and the avoidance of smiling in preschoolers. Methods: A cross-sectional study was conducted with a representative random sample of 769 pairs of parents/caregivers and 5-y-old preschoolers. The preschoolers answered a questionnaire on difficulty sleeping, difficulty playing, and the avoidance of smiling for reasons related to oral problems. The parents/caregivers answered a questionnaire addressing socioeconomic characteristics as well as the use of dental services. Two calibrated dentists examined the children for the determination of dental caries, traumatic dental injury (TDI), malocclusion, and bruxism. Descriptive and Poisson regression analysis for complex samples with robust variance was used to test the associations (α = 5%). Results: The variables associated with difficulty sleeping were low household income (confidence interval [CI]: 1.40–3.01), number of untreated dental caries (CI, 1.02–1.04), dental pain (CI, 1.76–3.59), TDI (CI, 1.08–2.11), and anterior open bite (CI, 1.11–2.20). Difficulty playing also was associated with the low household income (CI, 1.34–3.15), number of untreated dental caries (CI, 1.01–1.04), dental pain (CI,1.42–3.61), and TDI (CI, 1.13–2.33). The number of untreated dental caries (CI, 1.02–1.05), dental pain (CI, 1.03–2.88), anterior open bite (CI, 1.30–3.26), and not using dental services (CI, 1.13–2.73) were determinant factors for the avoidance of smiling. Conclusion: Socioeconomic, symptomatic, and/or oral esthetic problems exerted an impact on the social behavior of the preschoolers analyzed, such as playing, sleeping, and smiling. Knowledge Transfer Statement: The results of the present study may help parents and clinicians to understand better the association of oral problems with the social behavior of preschool children. Moreover, this study shows the importance of listening to children in clinical decisions. These results also can help in the elaboration of oral health policies.
RESUMO: Este artigo descreve uma análise crítica das analogias apresentadas para o tópico de equilíbrio químico pelos livros de Química aprovados pelo PNLEM 2007. Foram localizadas oito analogias, sendo uma delas repetida. Cinco dessas analogias estão presentes num único livro, enquanto outros três possuem uma analogia cada. Não foram identificadas analogias em dois dos seis livros. Quatro analogias podem favorecer a compreensão de importantes aspectos microscópicos do equilíbrio quími-co, não ignorando as limitações associadas, as quais também tentaram ser aqui apresentadas. Todavia, as outras quatro analogias, por se configurarem demasiadamente simples e desconsiderarem aspectos microscópicos essenciais, não facilitam a aprendizagem de aspectos envolvidos no equilíbrio químico, podendo dificultar ainda mais sua compreensão. Isso não impede, entretanto, que analogias sejam utilizadas de formas ulteriores, como na função avaliativa. Palavras-chave: Analogias; Equilíbrio Químico; Livros Didáticos. A STUDY OF THE ANALOGIES ABOUT CHEMICAL BALANCE IN TEXTBOOKS APPROVED BY PNLEM 2007ABSTRACT: This paper performs a critical analysis of the analogies presented to illustrate the chemical balance topic in high school chemistry textbooks approved by PNLEM 2007. Eight analogies were detected, one of which was repeated. Five analogies are present in a single textbook, while three of the textbooks presented just one analogy. Two textbooks contained no analogies. Four analogies can be handy to understand important microscopic aspects about chemical balance, but evidence certain limitations, which this paper discusses. Nevertheless, the other four analogies are very simple and do not consider essential microscopic aspects. Therefore, these analogies can make chemical balance difficult to be learned. However, simple analogies can be used in other ways, such as means for evaluation.
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