Evaluation of Teaching Materials Prepared for Guidance of Caregivers and Day Care Teachers on Child Development

Guimarães, Fernanda Alves de Britto; Assis, Clara Di; Vieira, Martina Estevam Brom; Formiga, Cibelle Kayenne Martins Roberto

doi:10.7322/jhgd.96764

Cited by 12 publications

(8 citation statements)

References 25 publications

(39 reference statements)

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“…The SPC was administered on an individual basis, in appropriate locations 21 . The evaluators were trained in its application and the average time taken was 20 minutes.…”

Section: Methodsmentioning

confidence: 99%

Self-Perception of Competence in Children From Socially Vulnerable Contexts, Assisted and Unassisted by Social Sports Projects

Nobre

Bandeira

Ramalho

et al. 2015

J. Hum. Growth Dev.

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ntroduction: practising sport contributes tothe reinforcement of important psychological features such as self-perception of competence, especially when participants are children from socially vulnerable contexts. Objective: to compare the socially vulnerablechildren’s self-perception of competence, assisted and unassisted by social sports projects. Method: a total of 235 children (male and female), aged between seven and tenyears, participated in this comparative study. They were divided into two groups: onegroup was formed by 106 children participating in social sports projects;the other was 129 children who did not participate in socialsports projects. The self-perception of competence was assessed by the Brazilian version of the Self-Perception Profile for Children. We used a three-way ANOVA to assess the possible interaction effect between gender, age and group (children assisted and unassisted) in the different dimensions of perceived competence. Results: The children attending sports projects reported higher overall self-worth (F(1.234)) = 6.132, p = 0.014, η2 = 0.026). It was observed that there was an effect of interaction between the variable age x group (F(1.234)) = 6.673, p = 0.010, η2 = 0.029) on the self-perception of social acceptance. There were no significant effects of group on the other dimensions of self-perception of competence. Conclusion: the children participatingin social sports projects showed more self-perception in terms of social acceptance and self-concept compared tonon-participatory children. This project does not help in other dimensions of self-perception.

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“…The SPC was administered on an individual basis, in appropriate locations 21 . The evaluators were trained in its application and the average time taken was 20 minutes.…”

Section: Methodsmentioning

confidence: 99%

Self-Perception of Competence in Children From Socially Vulnerable Contexts, Assisted and Unassisted by Social Sports Projects

Nobre

Bandeira

Ramalho

et al. 2015

J. Hum. Growth Dev.

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“…Such factors can also impact their adulthood in the future 2 . Motor capacity is considered a good indicator for measuring child development 3 as it can express not only neurological integrity and motor development, but also aspects of affectivity, cognition and social interaction with the environment 4 . This dynamic and complex process is currently explained by the context model, which considers individual biological aspects, environmental conditions and tasks' characteristics as essential components to understanding NPMD.…”

mentioning

confidence: 99%

Low birth weight, family income and paternal absence as risk factors in neuropsychomotor development

Araújo

Mélo

Israel

2017

J. Hum. Growth Dev.

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Introduction: The first years of life are crucial to neuropsychomotor development (NPMD), during this period children are susceptible to organic, environmental or activity-related influences that may represent protective or risk factors towards full development, with potential lifelong repercussions.Objective: This study aimed to investigate and verify the risk factors in the neuropsychomotor development (NPMD) of children aged from zero to three years, attending public early childhood education centers.Methods: Cross-sectional study, contextual approach – based on ICF (International Classification of Functioning, Disability and Health) –, Denver II developmental screening test and additional assessments about nutritional status. For the analysis, a logistic regression was performed. The International Classification of Functioning, Disability and Health (ICF) concerning body functions and structure (evaluation questionnaire), activity and participation (evaluation of NPMD in school), personal factors (family characteristics), and environmental factors (characteristics of the ECECs) were considered for the evaluation phase. The instruments consisted of a questionnaire containing items to elicit information about the child, including current, neonatal and family traits. For the evaluation DPMD, the Denver II test was used. Inter- and intra-rater reliability was established using Cohen's kappa, and data subsequently submitted to stepwise (backward) regression analysis using a Logit model, using binary responses. The construction of an ROC (Receiver Operating Characteristic) to define the explanatory profile of the model built also was included, in addition to the calculation of the Odds Ratio (OR), the odds of chance occurrence the association of a given variable with DPMD.Results: NPMD was within the normal parameters, in 68.8% (n = 53) and risk of delays was in 31.2% (n = 24). The area with the best performance was the fine motor-adaptive (3.75%) and the most questionable one was the language (57.5%). It was verified that 48% (n=37) of the children had normal weight while 52% (n = 40) presented some nutritional risk. Low birth weight (OR = 181), monthly family income (OR = 9) and paternal absence (OR = 34) were statistically significant factors on the risk of NPMD delays.Conclusion: low birth weight, family income and paternal absence are factors associated with risks of NPMD delays. These findings reinforce the systemic and multifactorial nature of NPMD and emphasize the need for monitoring and formulating public policies -- especially the ones dedicated to children with low income conditions --, which could contribute to the full development of children, since public early childhood education centers should be transforming agents in the quality of child development.

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“…This hypothesis corroborates a study that used educational materials to guide parents and relatives on child stimulation in order to improve or reverse motor development delays ( 25 ) . However, it should be emphasized that the educational materials must have in their purpose objectivity and accessible language on the theme addressed, because the lower the level of education of the individual, the clearer its content should be, otherwise, when poorly designed, these resources may also make it difficult for the user to understand ( 11 - 12 ) .…”

Section: Discussionmentioning

confidence: 99%

“…Undoubtedly, mothers are primarily responsible for providing direct care to their children ( 9 ) . Thus, health professionals need to support this mother so that stimulating acts, including playful and affective actions, especially for children at risk for development, may be understood by them as presupposed to the practice of care, including to enhance child development ( 12 ) , and thus try to reduce the negative effects of risk factors.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an intervention with mothers to stimulate children under two years

Torquato

Collet

Forte

et al. 2019

Rev. Latino-Am. Enfermagem

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Objective:To analyze the effectiveness of an educational intervention with mothers to stimulate children under two years of age at risk for neuropsychomotor development.Method:Before-after intervention study, conducted with 52 mothers of children under two years old, enrolled in reference centers in early childhood education. Initially, maternal knowledge regarding child development and stimulation was assessed through a structured instrument. Then, workshops were held with the mothers and, after three months, maternal knowledge was revised, reapplying the data collection instrument. In the analysis, descriptive and inferential statistics were used, applying the McNemar and Wilcoxon tests and the Rasch Model from the Item Response Theory.Results:after the intervention, there was a significant increase in scores regarding the following aspects: knowledge of mothers about child development and stimulation from 5.77 ± 1.85 to 18.60 ± 1.94 (p <0.001); reduction of the maternal difficulty index in answering the instrument questions from 1.17 ± 0.57 to -1.98 ± 1.63 (p 0.01).Conclusion:the educational intervention contributed to the improvement of maternal knowledge regarding the development and forms of child stimulation, corroborating the importance of this action to advance the health of children at risk under maternal care at home.

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Evaluation of Teaching Materials Prepared for Guidance of Caregivers and Day Care Teachers on Child Development

Cited by 12 publications

References 25 publications

Self-Perception of Competence in Children From Socially Vulnerable Contexts, Assisted and Unassisted by Social Sports Projects

Self-Perception of Competence in Children From Socially Vulnerable Contexts, Assisted and Unassisted by Social Sports Projects

Low birth weight, family income and paternal absence as risk factors in neuropsychomotor development

Effectiveness of an intervention with mothers to stimulate children under two years

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