ABSTRACT
Abstract Aim: To identify and describe the manipulative actions of typical children ages between 4 and 6 years, and the games performed while exploring cubes with different sensorial stimuli. Methods: Cross-sectional, descriptive, and exploratory study. Sixteen typical children aged 4 to 6 years (mean age: 5.78 ± 1.04 years) were filmed, from different angles, during the exploration of six cubes with different sensorial stimuli (transparent, black, tactile, auditory, luminous, and high-contrast). The cubes were delivered in random order and the children explored the cubes for 40 s each. At the end of the explorations, they were asked about what kind of game they could play with that object. The images were observed by the BS Player Profile. Results: Seventeen different types of interactions with the cubes were registered, such as: pushing, shaking, reaching for (bimanual and unimanual), bringing closer to the eyes, knocking, touching with the fingers/hand, throwing upwards, and others. The tactile cube was the favorite among the children (9 children), followed by the luminous cube (6 children). They proposed games with all of the cubes, standing out playing dice (all cubes), building towers, and castles. Conclusion: In the observed group of children, 17 manipulative skills were identified. The games performed during the exploration of the cubes were based on association with other similar objects previously known, related to the visual stimuli provided by the cubes, verbal description of actions that could be performed with that cube, imagination related games using figurative images, and sports-related activities/games.
Subject(s)
Humans , Child, Preschool , Aptitude , Play and Playthings , Motor Skills , Child Behavior/psychology , Epidemiology, Descriptive , Cross-Sectional Studies/instrumentationABSTRACT
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.
Introduction: the early identification of school difficulties amongst children born small for gestational age (SGA) is important to prevent or minimize impairment in their cognitive and psychosocial development. Objective: to identify and characterize the presence of school difficulties in a group of SGA children and to compare them with children born appropriate for gestational age (AIG). Methodology: this is a retrospective, descriptive, cross-sectional study with secondary data. The study population consisted of mothers of PIG (group-research) and AIG (control group), previously studied by cohort in the early years of life, who were born in the public health network of Salvador. The data on the demographic, socioeconomic and developmental situation of the children and their mothers were collected through an interview during the doctor's appointment and from the review of the medical records. Results: the study sample presented considerable rates of children presenting school difficulties (slightly more than 30%) in both groups. Regarding the types of difficulties reported by the mothers, the main one was shyness in both groups, besides dispersion and hyperactivity in the research group. Conclusion: the need for new studies with a larger number of individuals as well as for continuous follow-up of these children, in order to identify problems related to the development and schooling process, must be reinforced.