Padrão de sono em crianças de 12 a 36 meses de idade

Abstract

Resumo Objetivo Avaliar o padrão de sono de crianças de 12 a 36 meses. Método Estudo transversal, realizado em uma amostra de 808 crianças com 12–36 meses de idade, que frequentavam creches no distrito de Viseu, Portugal. Coleta de dados realizada por meio de questionário aplicado aos pais, entre novembro de 2018 e setembro de 2019. Estudo aprovado pela comissão de ética do Instituto de Ciências Biomédicas Abel Salazar, Portugal. Resultados Verificou-se que durante a semana as crianças dormiam, por dia, entre 9h 30m e 18h (M=12h 25m ±1h 02m) e no fim de semana, entre 9h e 19h (M=12h 49m ±1h 15m). No fim de semana, as crianças deitavam-se e acordavam mais tarde que à semana (M=21h 42m ±40m, M=8h 15m ±50m, respetivamente). A maioria não dormia a sesta da manhã, somente a da tarde. Conclusão Os resultados indicam que a maioria das crianças (91,5% semana; 85,6% fim de semana) dorme o número de horas recomendado. As mais novas são as que dormem mais. Implicações para a prática É importante que, nas consultas de vigilância de saúde, os enfermeiros realizem educação para a saúde direcionada aos pais sobre a relevância de manter um padrão de sono adequado à criança.

The Mediating Role of English Speaking Skills in the Relationship between Social Literacy and the Engagement of Students

“…This is in congruence with the results from the study conducted by Samanhudi in 2013. The findings revealed that the students' major problems in mastering English speaking skills are the following: grammar, vocabulary, pronunciation, among others and psychological factors such as fear of making mistakes, lack of confidence and nervousness (2). However, the findings of the study also revealed that speaking with content program should be established in order to prepare students to speak in English efficiently (11).…”

“…According to Husnawati, [7] speaking is a skill that is very important for human existence in daily life since every person needs to communicate (2). As an important skill a human should have, speaking comprises micro-skills which include a part of speaking which should be mastered by a learner in order to communicate well with others (3).…”

“…A student's cooperative effort generally results in some sort of reinforcement and it usually suggests if the learner needs development (28). Klorkmaz cites that there are studies on the positive effects of cooperative learning on the academic success of students and on their social development, thinking ability, self-confidence, learning skills, metacognitive levels, problemsolving abilities, positive attitude towards studying in a group, positive attitude towards learning and their courses, internal motivations and improving collaborative working abilities (2).…”

“…Barlow and Brown cite that cognitive engagement is abstractly defined in parts by the students' psychological investment and motivation while its content is difficult to measure because it consists of immeasurable ideas such as performance, persistence, and goal orientation. However, studies on cognitive engagement use instruments to assess the observable behaviors in students (2). Carter also defines cognitive engagement as an important factor which incorporates thoughtfulness and willingness to exert the effort necessary to understand complex ideas as well as master difficult skills.…”

“…It is one of the schoolrelated activities that students should master in order to become well-trained professionals. According to one of the studies conducted by Fereira Marinho et al in [2] (17), speaking in public is a predominant type of anxiety among college students and because of this, there have been issues with decreasing the students' participation in school activities and learning that help improves literacy skills [3].…”