Avaliação de habilidades de linguagem e pessoal-sociais pelo Teste de Denver II em instituições de educação infantil

Rezende, Magda Andrade; Beteli, Vivian César; Santos, Jair Lício Ferreira

doi:10.1590/s0103-21002005000100008

Cited by 39 publications

(57 citation statements)

References 9 publications

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“…The literature 22 comparing the development of language by children in public versus private schools of early childhood education has demonstrated that children in public institutions have a higher rate of deficits in language acquisition and development, and that this finding could be associated with the lower level of schooling of the mothers and teachers of those children. However, another study 23 showed that the major difference between public and private schools lies in the background of the teachers and the greater availability of pedagogical materials in private schools.…”

Section: Discussionmentioning

confidence: 99%

Identificação dos distúrbios da linguagem na escola

et al. 2014

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is the stage of vocalizations, and continues up to 11-12 months of life. The linguistic period is the time when the child begins to speak his/her first words, with comprehension and intentional communication gaining considerable momentum. Over time, the child progresses to complexity of expression. This process is continuous and develops in an orderly and sequential fashion. By the age of 5 years, the child shows substantive linguistic development and appreciable proficiency in basic grammar and all speech sounds 3-6. Given that much of the language acquisition and development process occurs in the setting of institutions of early childhood education, it is important that schools provide children with conditions that facilitate and encourage their use of language as much as their physical, motor, cognitive, emotional and social-environmental development. The school is a privileged setting for language acquisition and development as it offers children one of their most important communicative environments. It also

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Section: Discussionmentioning

confidence: 99%

Identificação dos distúrbios da linguagem na escola

et al. 2014

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“…While there are many Brazilian studies in the context of public daycare [31][32][33][34][35][36][37] , few are those who verify the influence of the educational environment in the child development [38][39][40][41][42] . Existing studies have different research designs: longitudinal study with evaluation before and after attending daycare 42 , comparison between children who attend or not daycare 40 , comparison between the performance of children attending private and public daycare 41 and comparison between children from daycare environments of heterogeneous quality [38][39] .…”

Section: Child Development Within the Context Of Daycare Centersmentioning

confidence: 99%

“…Existing studies have different research designs: longitudinal study with evaluation before and after attending daycare 42 , comparison between children who attend or not daycare 40 , comparison between the performance of children attending private and public daycare 41 and comparison between children from daycare environments of heterogeneous quality [38][39] .…”

Section: Child Development Within the Context Of Daycare Centersmentioning

confidence: 99%

O contexto ambiental e o desenvolvimento na primeira infância: estudos brasileiros

Morais¹,

Carvalho²,

Magalhães³

2016

J Physical Edu

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RESUMOO objetivo deste estudo foi realizar revisão integrativa dos estudos brasileiros sobre a influência dos fatores ambientais no desenvolvimento global, motor e cognitivo. Procedeu-se à busca de artigos científicos nas bases SciELO e MEDLINE de 2004 a 2014, utilizando os descritores "desenvolvimento infantil", "child development" "environment" e "Brazil". Foram selecionados 38 estudos, segundo os critérios de inclusão e exclusão pré-estabelecidos. Os estudos foram desenvolvidos em diferentes regiões do Brasil e fazendo uso desde testes de triagem a diagnósticos. A maioria dos estudos estava relacionada a fatores de risco ou prevalência de atrasos. Aqueles que focaram na influência da qualidade ambiental no desenvolvimento infantil, ora analisaram o ambiente familiar, ora a creche. Conclui-se que há importante literatura para o embasamento de estudos de intervenção, ainda escassos. Além disto, há necessidade de estudos brasileiros que analisem a inter-relação dinâmica entre os ambientes vivenciados pela criança e sua influência no desenvolvimento infantil. Palavras-chave: Desenvolvimento infantil. Ambiente sociocultural. Brasil. ABSTRACTThe objective of this study was to make an integrative review of the brazilian studies regarding the influence of environmental factors on global, cognitive and motor development. We searched for scientific articles in SciELO and MEDLINE from 2004 to 2014 using the key words "child development" "environment" and "Brazil." According to the established criteria for inclusion and exclusion, 38 studies were selected. The studies were conducted in different regions of Brazil using techniques that varied from screening to diagnostic tests. Most studies were related to risk factors or prevalence of delays. Those studies that focused on the influence of environmental quality on child development, either analyzed the family or the day care centers. We concluded that important literature for the foundation of intervention studies. Furthermore, there is a need for studies that analyze the dynamic interrelation between the environments experienced by the child and their influence on development.

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“…O teste é considerado de fácil execução e oferece um manual para treinamento e orientações quanto à sua utilização. Pode ser aplicado por vários profissionais da saúde e, por isso, é um dos testes mais utilizados na triagem de atrasos, inclusive em nosso país 22,[24][25][26][27][28][29][30][31][32][33] . Embora o teste não seja validado para nossa população, uma adaptação cultural não formal foi realizada a fim de facilitar a sua aplicação 24 .…”

Section: Síntese Dos Dadosunclassified

Early diagnosis of abnormal development of preterm newborns: assessment instruments

Santos¹,

Araujo²,

Porto³

2008

J Pediatr (Rio J)

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ResumoObjetivo: Revisar criticamente os instrumentos de avaliação mais utilizados na atualidade na literatura para triagem e identificação precoce de anormalidades no desenvolvimento em crianças. Fontes dos dados:Foi realizado um levantamento bibliográfico nas bases de dados no SciELO, plataforma CAPES, PubMed e Google Scholar, com os unitermos "prematuridade", "atraso no desenvolvimento", "paralisia cerebral", "diagnóstico precoce" e "testes de avaliação". Síntese dos dados:Foram listados 455 títulos, sendo selecionados para esta revisão 174 artigos com base em título, relevância temática e resumo. Apenas artigos originais, disponíveis em meio eletrônico, a partir de 1985, com informação sobre a construção, aplicabilidade e propriedades psicométricas dos testes foram usados. Sources: A search on SciELO, PubMed and Google Scholar was performed using the terms "prematurity," "developmental delay," "cerebral palsy," "early diagnosis" and "evaluation tests." Conclusões Summary of the findings:A total of 455 references were listed, and 174 studies were selected for this review based on title,

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Avaliação de habilidades de linguagem e pessoal-sociais pelo Teste de Denver II em instituições de educação infantil

Cited by 39 publications

References 9 publications

Identificação dos distúrbios da linguagem na escola

Identificação dos distúrbios da linguagem na escola

O contexto ambiental e o desenvolvimento na primeira infância: estudos brasileiros

Early diagnosis of abnormal development of preterm newborns: assessment instruments

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