Comportamento de Escolares Estratificados pelo Peso ao Nascer e Idade Gestacional

Correia, Sabrina Kerr Bullamah; Saur, Adriana Martins; Loureiro, Sônia Regina

doi:10.1590/s0102-37722014000200007

Cited by 3 publications

(5 citation statements)

References 37 publications

(66 reference statements)

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“…These are relevant social determinants associated with the presence of behavioral problems among children, according to the assessments by mothers and/or children, indicating aspects to be considered when planning preventive practices. Note that these findings are consistent with those reported by Correia et al (2014), who identified association between child behavioral problems and low socioeconomic status and low maternal educational level, indicating a potential profile of cumulative vulnerability favoring behavioral problems among children. Families with low socioeconomic status generally have high rates of divorce, unemployment, and a larger number of members, while parents with a high socioeconomic level have a higher educational level and invest more in their children's education (Carneiro, Meghir, & Parey, 2013;Piccolo et al, 2012).…”

Section: Discussionsupporting

confidence: 91%

“…Considering social vulnerability in the population in general, low socioeconomic status and unemployment among mothers were identified as predictors of behavioral problems among children in situations of poverty, according to a study conducted by Bele, Bodhare, Valsangkar, and Saraf (2013) of children in India. In the Brazilian context, Correia, Saur, and Loureiro (2014) conducted a cohort study and identified an association of behavioral problems with low socioeconomic status for boys and low maternal education and larger families for girls. In the same direction, Pizato et al (2014) verified association between improved socioeconomic conditions with fewer behavioral problems and more social skills in school-aged children; Saur and Loureiro (2015) identified associations between behavioral problems among 10-year-old children with low maternal educational level and low socioeconomic status and families with more than four members.…”

Section: Introductionmentioning

confidence: 99%

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Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

Martineli

Pizeta

Loureiro

2018

Psicol. Refl. Crít.

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This study's objective was to identify the predictive effect of indicators concerning social vulnerability, chronic adversity, and maternal depression on behavioral problems among school-aged children, according to the perceptions of mothers and teachers, considering the presence or absence of difficulties in the contexts of family and school. A total of 85 pairs of mothers and school children were distributed into three groups according to the behavioral problems identified. A General Questionnaire, the PHQ-9, the Chronic Adversity Scale, and the (Strengths and Difficulties Questionnaire) SDQ were applied to the mothers; the Raven's Colored Progressive Matrices were applied to the children; and the SDQ was applied to the teachers. Data were analyzed with descriptive, predictive, and comparative statistical procedures (p ≤ 0.05). The results reveal the presence of cumulative risks for children with behavioral problems; mothers more frequently identified behavioral problems than teachers; and maternal depression was a predictor for behavioral problems. Such findings are relevant for devising mental health programs.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

Martineli

Pizeta

Loureiro

2018

Psicol. Refl. Crít.

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“…Outro estudo nacional avaliou uma coorte estratificada pelo peso ao nascer e em relação à idade gestacional de 677 crianças de 10/11 anos e encontrou que o grupo de muito baixo peso mostrou mais hiperatividade em comparação aos outros; o grupo PIG apresentou mais dificuldades no escore total do desempenho comportamental, avaliadas pelo Questionário de Capacidades e Dificuldades (SDQ), e mais sintomas emocionais em relação aos demais grupos (CORREIA; SAUR; LOUREIRO, 2014).…”

Section: Discussionunclassified

Dificuldade escolar em crianças nascidas pequenas para a idade gestacional.

Rios¹,

Alves²

2017

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Introdução: a identificação precoce de dificuldades escolares em crianças nascidas pequenas para a idade gestacional (PIG) é importante para prevenir ou minimizar comprometimentos no desenvolvimento cognitivo e psicossocial. Objetivo: Identificar e caracterizar a presença de dificuldade escolar em grupo de crianças PIG e compará-las com crianças nascidas adequadas para a idade gestacional (AIG). Metodologia: trata-se de um estudo retrospectivo, descritivo, transversal, realizado com dados secundários. A população participante deste estudo constituiu-se de mães de crianças PIG (grupo-pesquisa) e AIG (grupo-controle), previamente estudadas por meio de coorte nos primeiros anos de vida, nascidas na rede pública de Salvador. Os dados das crianças e das respectivas mães sobre a situação demográfica, socioeconômica e de desenvolvimento foram coletados por meio de entrevista durante a consulta e a partir de revisão dos registros nos prontuários médicos. Resultados: a amostra estudada apresentou taxas consideráveis de crianças apresentando dificuldades escolares (pouco mais de 30%) em ambos os grupos. Quanto aos tipos de dificuldades relatadas pelas mães, a principal foi a timidez em ambos os grupos, além de dispersão e hiperatividade no grupo-pesquisa. Conclusão: ressalta-se a necessidade de novos estudos com um número maior de indivíduos e de dar continuidade ao acompanhamento a essas crianças, a fim de identificar problemas relacionados ao processo de desenvolvimento e escolarização.

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“…Assim, a sensibilidade materna e a capacidade de respostas frente à criança parecem ser fundamentais no processo de desenvolvimento das habilidades sociocognitivas (ZMYJ et al, 2017 ALVARENGA, 2010;SANSAVINI et al, 2011;FERNANDES et al, 2012;BALLOT et al, 2012;CORREIA;SAUR;LOUREIRO, 2014;CALDAS et al, 2014;SAMPAIO et al, 2015;ZERBETO;CORTELO;FILHO, 2015;ROVER et al, 2016;CARNIEL et al, 2017;ZAGO et al, 2017;SANCHEZ et al, 2018;FENG et al, 2018;MARCHMAN et al, 2019;LOWE et al, 2019;VANDORMAEL et al, 2019).…”

Section: Discussionunclassified

“…O nascimento prematuro, definido pela Organização Mundial da Saúde (1980) como aquele que ocorre abaixo das 37 semanas gestacionais, é considerado como um fator de risco para o desenvolvimento infantil e são referidos déficits globais e linguísticos nestas crianças quando comparados a seus pares nascidos a termo (LAMÔNICA; CARLINO; ALVARENGA, 2010;FERNANDES et al, 2012;BALLOT et al, 2012;CORREIA;SAUR;LOUREIRO, 2014;CALDAS et al 2014;SAMPAIO et al, 2015;ZERBETO;CORTELO;FILHO, 2015;CARNIEL et al 2017;ZAGO et al 2017;SANCHEZ et al, 2018;MARCHMAN et al 2019;LOWE et al 2019;VANDORMAEL et al, 2019). Para as famílias, o nascimento pré-termo pode representar um evento traumático, muitas vezes permeados pelo sentimento de culpa, ansiedade e estresse, experimentados principalmente pela mãe, o que pode modificar sua capacidade em perceber os sinais do bebê e fornecer respostas adequadas às suas necessidades (IONIO et al, 2016;LÓPEZ-MAESTRO et al, 2017;GRAHAM et al, 2018;FERNANDÉZ-MEDINA et al, 2018;ZIETLOW et al, 2019;TREYVAUD et al, 2019;LI et al, 2019;TURPIN et al, 2019).…”

Section: Introductionunclassified

Qualidade de interação mãe-bebê e o impacto nas habilidades do desenvolvimento infantil de crianças prematuras e a termo aos 3 meses de idade

Teodoro¹

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Quality of mother-infant interaction and the impact on child development skills of premature and full-term children at 3 months of age Introduction:Face-to-face interactions allow for children to acquire experiences that will make it possible for them to communicate with their environment. Therefore, maternal sensitivity has been regarded as a crucial aspect in understanding the acquisition and development of skills related to child development. In this sense, selfregulation is developed through interactions with the environment, i.e. through responses to stimuli and learn-by-doing experiences. Preterm birth is regarded as a risk factor for child development. Moreover, early delivery can be described as a traumatic event for the family, which may result in changes to parenting patterns and to levels of maternal sensitivity. Objective: To assess the quality of the mother-baby dyad and the self-regulation infantile processes and their influence on the development of skills gross motor, fine-adaptative motor, personal-social and language of threemonth-old preterm and term infants children. Materials and methods: ethical standards were fulfilled (CAAE: 90550318.4.0000.5417). We evaluated 54 dyads.They were split in two groups: 21 preterm dyads (EG) and 33 term infants children. The instruments used were: maternal interview, "Critério de Classificação Econômica Brasil", Face-to-Face Still-Face, Child-Adult Relationship Experimental Index and Screnning Denver Development Test-II. Statistic methods were used to analyze the variables: T-Test, Independent Samples T-Test, Chi-Square test Pearson, Pearson Correlation, ANOVA and Tukey Post Hoc Test. Results: 47,6% of the EG and 45,5%of the CG reported that their pregnancy had been planned, as revealed by the interviews. On the other hand, 71,4% of the EG and 45,5% of the CG reported that their pregnancies had been desired. No statistically significant differences were found between the two groups and the socially negative self-regulation orientation prevailed in both groups. No statistically significant differences as regards the interactions between mother and babies were found, either. We found a significant negative correlation between maternal sensitivity and child binge. We have also found a statistically significant positive correlation between maternal sensitivity and child cooperation. By contrasting the Care-Index to the self-regulation standards we found that maternal sensitivity and the self-comfort rate were greater in the positive social orientation group. In the same vein, maternal control was less significant within this group. Statistically significant differences were found when contrasting the performances of the EG to the ones of the CG as regards personal-social and language skills. The 5 th Minute Apgar and gestational age were correlated with personal-social and language skills. Birth weight was correlated with language area.

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Comportamento de Escolares Estratificados pelo Peso ao Nascer e Idade Gestacional

Cited by 3 publications

References 37 publications

Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

Dificuldade escolar em crianças nascidas pequenas para a idade gestacional.

Qualidade de interação mãe-bebê e o impacto nas habilidades do desenvolvimento infantil de crianças prematuras e a termo aos 3 meses de idade

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