IJHE -Interdisciplinary Journal of Health Education. Este é um artigo publicado em acesso aberto (Open Access) sob a licença Creative Commons Attribution Non-Commercial, que permite uso, distribuição e reprodução em qualquer meio, sem restrições desde que sem fins comerciais e que o trabalho original seja corretamente citado. RESUMOContextualização: Este artigo consiste de um relato de experiência da execução de oficinas pedagógicas no estágio de monitoria em um Centro de Atendimento Psicológico Infantil (CAPSi), localizado no município de Ananindeua, Pará, no período de setembro a novembro de 2015, delineado a partir de métodos descritivos, observacionais e participativos. Objetivou-se com o presente estudo descrever as estratégias pedagógicas e experiências formativas desenvolvidas durante o estágio de monitoria no acompanhamento de crianças autistas, tendo como foco de atuação, alcançar seus níveis de desenvolvimento potencial, utilizando como base para reflexões, a teoria sócio histórica de Vygotsky, a qual afirma que o desenvolvimento humano se dá por meio das relações sociais que o indivíduo estabelece no decorrer de sua vida, ou seja, que o processo de ensino-aprendizagem também se desenvolve por meio das interações que vão se desenrolando no decorrer da vida. Descrição da experiência: Ressaltamos alguns casos de evolução em relação à interação social, aspecto mais comprometido em pessoas autistas, enfatizando a importância da intervenção para o desenvolvimento pleno destas pessoas desde a infância. Considerações finais: O aprendizado e o resultado da aplicação destas metodologias são registros importantes no quotidiano da prática dos profissionais de saúde, por desenvolver nestes um olhar mais aguçado em torno das pessoas com necessidades especiais, valorizando suas potencialidades dentro e fora do ambiente escolar com vista a promover a emancipação humana, que é o verdadeiro exercício da cidadania.
Objective: to describe the pedagogical strategies and training experiences developed during the monitoring stage in the follow-up of autistic children, focusing on reaching their levels of potential development, using Vygotsky's socio-historical theory as a basis for reflection, which states that human development takes place through the social relationships that the individual establishes throughout his life, that is, that the teaching-learning process also develops through the interactions that unfold throughout his life. Method: This article consists of an experience report of the implementation of pedagogical workshops in the monitoring internship at a Child Psychological Care Center
Objective: To relate the food consumption of the previous day and family income of children under 6 months to 2 years of age living in the metropolitan region of Belém, Pará. Methodology: Descriptive-analytical cross-sectional study with application of an online questionnaire via google forms, carried out in the metropolitan region of Belém-Pará, which covers 3 municipalities (Belém, Ananindeua and Marituba). The questions formulated in the food survey were based on food consumption markers from the SISVAN platform. Results: 221 responses from caregivers were obtained. Most declared to receive up to a monthly minimum wage. breast milk was consumed by all children younger than 6 months. In children aged over six months to two years, it was observed that breastfeeding did not occur continuously in children from groups with higher family income, and the ingestion of ultra-processed foods by children with lower incomes was observed. Conclusion: The data demonstrate dietary inadequacy, habits that are configured for the development of chronic non-communicable diseases throughout life. In addition, there is a low consumption of fresh and minimally processed foods, as well as an inadequate introduction of ultra-processed foods, especially in children belonging to families with lower incomes.
Autism Spectrum Disorder (ASD) is a condition characterized by difficulty in social interaction, in addition to affecting the development of language and communication. Food selectivity is one of the outstanding characteristics in this group, generating significant nutritional deficiencies in children and adolescents with ASD. The objective of this integrative review was to verify, through the available literature, aspects related to the eating behavior and health of children with Autism Spectrum Disorder. Developed in was developed in six steps: 1. elaboration of the research question, 2. definition of the sources of selection of primary studies and the inclusion and exclusion criteria, 3. definition and extraction of data, 4. evaluation of the included studies, 5 • critical analysis of the results, 6. presentation of the synthesis of the evidence found. According to the results presented, about eating problems, it was evidenced that children with Autism Spectrum Disorder are more prone to the development of food selectivity and micronutrient deficiency than children with typical development. In addition to requiring greater involvement and frequency of their parents/caregivers concerning their peers during meals. As is evident the presence of risky eating practices within this group, occurring more frequently among children with ASD than among neurotypical children. Thus, it is suggested the production of more studies on the subject and the development of public policies that cover this group.
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