Posicionando a criança no centro do seu cuidado: reflexões sobre o desenvolvimento cognitivo e o letramento em saúde infantil

Abstract

Child centered care, discussed in nursing since 1960, has highlighted the importance of addressing pediatric population needs, especially those perceived by the youth perspectives. In communication technologies and the internet era, acknowledging that youth younger than 18 years old are capable of seeking, evaluating, and utilizing health information is paramount. In this sense, health literacy (HL) emerges as a construct responsible for relationships among cognition, education, and self-care. When HL is adequately developed in childhood, children and adolescents may actively care of their own health. The HL development is given through a dynamic process, influenced by personal, situational, societal and environmental factors (1). Within the pediatric context, HL dimensions may be varied and overlap with each other, which is better explained in three core HL categories: cognitive; behavioral/ operational and affective/conative (2). The cognitive category is comprised of mental functions and actions related to thinking, learning, and processing information. This category also includes one's abilities regarding his/her knowledge, comprehension, analysis, evaluation, and critical appraisal. The behavioral/operational category consists of all actions that take place beyond the individual thinking, reflecting a behavioral attribute. In this category abilities to seek and access health information are developed, as well as abilities related to using the information obtained, communicating, the interpersonal interactions and citizenship. Finally, the affective/conative category embrace the HL dimensions that evolve over feelings or emotions, and may explain personality traits and mental stages responsible for how youth strive towards action and direct their efforts. This category includes the abilities of self-awareness, self-control, self-regulation, self-efficacy, interest, and motivation (2). Within the child developmental stages, Piaget e Vygotsky highlight the cognitive aspects which also contribute to comprehend the HL in childhood and how it might be influenced by cultural factors and social interactions. According to Piaget (3) , there are four stages of cognitive development in line with age groups: sensorimotor stage (from birth to 24 months of age), preoperational stage (ages 2 to 7 years), concrete operational stage (ages 7 to 12 years), and formal operational stage (older than 12 years). Three main cognitive processes occur within these stages: assimilation, accommodation, and adaptation. In each stage the child achieves a level of mental organization, or equilibration, that allows him/her to deal with the reality. The equilibration will be modified as far as the child acquires EDITORIAL

Image of nurses in Chile through children's drawings: An iconographic study

“…The sample was chosen with these age characteristics because, from a developmental point of view, according to Piaget and Vygostky, the participants are in the concrete operative stage, during which the child bases much of their thinking on what is seen, touched and heard; in turn, at this stage, children learn what is appropriate to the masculine, the feminine social roles and moral development. 25,26 Nine drawings made on a white sheet of paper 37 cm long by 26.5 cm wide were analyzed, the technique for the elaboration of the drawings was free, being subject to the choice of the participants.…”

Imagen de enfermeras(os) en Chile a través del dibujo infantil: un estudio iconográfico

“…Se eligió la muestra con estas características etarias, puesto que, desde el punto de vista del desarrollo, según Piaget y Vygostky los participantes se encuentran dentro de la etapa operativa concreta, durante la cual, el niño basa gran parte de su pensamiento en lo que es visto, tocado y oído, a su vez, en esta etapa, los niños aprenden lo apropiado a lo masculino, los roles sociales femeninos y el desarrollo moral. 25,26 Se analizaron 9 dibujos realizados en una hoja color blanca de 37 cm de largo por 26,5 cm de ancho, la técnica para la elaboración de los dibujos libre, quedando sujeta a elección de los participantes.…”

El autocuidado de salud en adolescentes del interior argentino

“…En este contexto, resulta trascendental observar las prácticas de autocuidado de salud de adolescentes, definidas como el conjunto de conductas, actividades y sentimientos que realizan y perciben las personas de forma individual o grupal, para favorecer su salud, prevenir o acompañar la enfermedad (9) (10) . Cuanto mayor es la práctica del autocuidado, aumenta el sentimiento de satisfacción (11) , el nivel de adhesividad a las buenas prácticas, y la toma de decisión para cuidar su propia salud (12) .…”

“…En este contexto, resulta trascendental observar las prácticas de autocuidado de salud de adolescentes, definidas como el conjunto de conductas, actividades y sentimientos que realizan y perciben las personas de forma individual o grupal, para favorecer su salud, prevenir o acompañar la enfermedad 9 , 10 . Cuanto mayor es la práctica del autocuidado, aumenta el sentimiento de satisfacción 11 , el nivel de adhesividad a las buenas prácticas, y la toma de decisión para cuidar su propia salud 12 . El autocuidado está relacionado con la edad, la escolaridad, la raza, el estado civil, el nivel de ingresos; también incluye a aspectos como el tabaquismo, la actividad física, los hábitos alimentarios, el consumo de alcohol, la presencia de comorbilidad, el peso corporal, entre otros 13 .…”