Barbosa KC et al. Efeitos da Shantala na interação entre mãe e criança com síndrome de down. Rev Bras Cresc e Desenv Hum 2011; 21(2): 369-374. RESUMOO objetivo é verificar os efeitos da Shantala na interação entre mãe e criança com síndrome de Down. Utilizou-se por 60 dias, uma vez por semana, a técnica de massagem Shantala em três crianças com síndrome de Down, da instituição APAE, localizada em Itaquaquecetuba, SP, Brasil. Para a obtenção dos resultados foram aplicados dois questionários, um ao início, para se obter maiores informações sobre as crianças e outro ao final, para se verificar os resultados da técnica utilizada. Foi possível concluir que a Shantala beneficiou as crianças com síndrome de Down, proporcionando uma qualidade de vida melhor. Para as mães, a técnica permitiu uma melhor aceitação da doença e houve melhora no relacionamento entre as mães e as crianças.Palavras-chave: síndrome de down, shantala, criança. Rev Bras Crescimento Desenvolvimento Hum. 2011; 21(2): 356-361 PESQUISA ORIGINAL ORIGINAL RESEARCH
During the COVID-19 pandemic, educational systems had to adapt to the social and health situation immediately. This led to the appearance of the asynchronous teaching model. Throughout the pandemic at an educational level, we can distinguish three phases, eminently online, hybrid, and face-to-face. However, the perception of educational quality in these three educational moments, considering the psychometric profile and cultural differences comparing Ibero-American countries, has not been studied. The study aims to analyze the psychological profile, and perception of quality in the teaching–learning processes at the university stage, during the three processes of educational transition during COVID-19: online, hybrid, and face-to-face. Thus, 1093 university students from Ibero-American countries were studied. Through a questionnaire, demographic, academic, and psychological variables were analyzed during three phases of the pandemic. Data suggest that Latin American students had higher levels of trait anxiety and stress perception, as well as higher levels of loneliness, during the online teaching phase (lockdown), but higher grades and higher levels of motivation compared to Europeans. Indeed, Latin Americans showed greater convenience, and preference for online learning methods. However, during the face-to-face teaching phase, European students presented greater motivation and grades, showing a greater preference for this method of learning than Latin American students. Factors such as resilience, a more unfavorable and pronounced pandemic evolution, and greater social inequities, may explain the present results. Furthermore, the present study suggests that despite the effect of the pandemic on mental health, online education is postulated as an effective teaching–learning alternative. Indeed, online teaching models have come to stay, not as a substitute, but as a tool, an essential focus of attention on these models should be conducted in European countries, while the governments of Latin American countries ensure that the infrastructures and resources are equitable to be able to correctly implement this teaching model.
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