Utilização de dispositivos digitais, funcionamento familiar e desenvolvimento da linguagem em crianças de idade pré-escolar: um estudo transversal / Use of digital devices, family functioning, and language development in preschool children: a cross-sectional study

RESUMO Objetivo Este estudo teve como objetivo analisar a relação entre a utilização de dispositivos digitais, o funcionamento familiar e o desenvolvimento da linguagem em crianças de idade pré-escolar. Método Estudo transversal, descritivo-correlacional com uma amostra de 93 díades pais-crianças. As crianças tinham uma média etária de 57,01 ± 9,95 meses, sendo a maioria do gênero feminino. Os instrumentos de recolha de dados incluíram um questionário sobre o uso de dispositivos digitais, a versão portuguesa da Escala de Avaliação da Flexibilidade e Coesão Familiar - Versão IV (FACES-IV) e o Teste de Linguagem - Avaliação de Linguagem Pré-Escolar (TL-ALPE). Resultados As respostas demonstram uma maior tendência para a utilização do smartphone, tablet e televisão entre 0 e 3 horas por dia nas crianças. Com a aplicação da FACES-IV e do TL-ALPE, verificou-se que a maioria das famílias participantes eram do tipo equilibrado e que a maioria das crianças apresenta um normal desenvolvimento da linguagem. Observaram-se relações estatisticamente significativas entre a FACES-IV e o TL-ALPE; a FACES-IV e a utilização de dispositivos digitais; a utilização de dispositivos digitais e o TL-ALPE. Verificou-se que crianças com um funcionamento familiar mais equilibrado pontuam mais alto nas provas do TL-ALPE e que o tempo de uso de dispositivos digitais pode comprometer o desenvolvimento da linguagem. Conclusão Destaca-se o impacto da utilização dos dispositivos digitais e o papel do funcionamento familiar no desenvolvimento da linguagem da criança, sugerindo que uma utilização moderada de dispositivos digitais e um funcionamento familiar equilibrado são fatores facilitadores de um bom desenvolvimento da linguagem.

ABSTRACT Purpose This study aimed to analyse the relationship between the use of digital devices, family function, and language development in preschool children. Methods This cross-sectional, descriptive-correlational study included a sample of 93 parent-child dyads. The children were of an average age of 57.01 ± 9.95 months, and the majority were female. The data collection instruments included a questionnaire on the use of digital devices, the Portuguese version of the Family Flexibility and Cohesion Evaluation Scale - Version IV (FACES-IV), and a Preschool Language Test (TL-ALPE). Results The findings showed a greater tendency of children to use smartphones, tablets, and television for 0-3 hours daily. The analysis of the responses on the FACES-IV and TL-ALPE instruments showed that most of the participating families were of the balanced type and that most children had normal language development. Statistically significant relationships were found between the FACES-IV subscales and TL-ALPE subtests, FACES-IV subscales and the use of digital devices, and the use of digital devices and TL-ALPE subtests. Notably, children in more balanced family functioning scored higher on TL-ALPE tests, and the time spent using digital devices may compromise language development. Conclusion This study highlights the impact of digital device use and the role of family functioning on children's language development, suggesting that moderate digital device use and balanced family functioning are facilitating factors for good language development.

Research progress on commonly used visual acuity charts for preschool children / 国际眼科杂志(Guoji Yanke Zazhi)

Preschool age(3-6 years old)is a critical period for visual development, and it is crucial to detect and treat visual problems in preschool children as early as possible. Visual acuity charts are important tools for screening visual issues in children. In China, the commonly used charts are the standard logarithmic visual acuity chart and the pediatric optotype chart, while overseas, the Lea, HOTV, and ETDRS visual acuity charts are frequently employed. Numerous studies have reported the measurability, repeatability, and sensitivity of these three charts in diagnosing visual-related problems in children. However, the application of these three charts is relatively limited in China. This article provides a comprehensive review of the design principles, clinical applications, and characteristics of these three visual acuity charts, so as to better understand their applicability and limitations in preschool children, and provide reference for the selection and improvement of vision examination methods in the future.

Programa para Promoção de Competências Emocionais em Crianças para Educadores (PROMCE-E): Relato de Experiência / Program for the Promotion of Emotional Skills in Children for Educators (PROMCE-E): Experience Report / Programa de Promoción de Habilidades Emocionales en Niños para Educadores (PROMCE-E): Informe de Experiência

A competência emocional é reconhecida como habilidade essencial para o desenvolvimento infantil, contribuindo para o bem-estar subjetivo, bom relacionamento interpessoal e desempenho acadêmico de crianças. Na fase escolar, por volta dos quatro/cinco anos, a mesma tem avanço expressivo, o que torna os professores agentes fundamentais nesse processo. Este estudo relatou a experiência de um projeto-piloto de implantação de um programa de promoção de competências emocionais em crianças dirigido a professores. Participaram seis professoras de educação infantil (M=40,6 anos), de duas escolas particulares do Rio de Janeiro e entorno, que preencheram instrumentos antes do início da implantação do projeto. Participaram ativamente de todas as etapas, demonstrando interesse pelos conteúdos e atividades. Seus relatos na entrevista final (gravados, transcritos e analisados) evidenciaram algumas conquistas nas competências emocionais das crianças, além de ganhos adicionais no autoconhecimento e satisfação das professoras com as atividades realizadas. Buscou-se refletir sobre o impacto desse programa e os desafios do projeto com foco no desenvolvimento da competência emocional das crianças. Acredita-se que esta proposta pode ser um diferencial em iniciativas voltadas para a melhora da vida acadêmica e a promoção de saúde dos educandos, ressaltando a importância da atenção ao desenvolvimento emocional infantil no ambiente escolar.

Emotional competence is recognized as an essential skill for child development, contributing to the subjective well-being, good interpersonal relationships, and academic performance of children. At the school stage, around four/five years, such competence shows significant progress, which makes teachers crucial agents in this process. This study reports the experience of a pilot project designed for teachers in order to implement a program to promote emotional competences on children. Six teachers (M=40.6 years) from early childhood education from two private schools in Rio de Janeiro and its surroundings had joined the research and filled out instruments before the project has started to run. All of them have participated actively in all stages, showing interest in its contents and activities. Their reports in the final interview (which has been recorded, transcribed, and analyzed) showed some achievements in the children's emotional skills, as well as additional gains in self-knowledge and teachers' satisfaction with the activities they have carried out. We intended to reflect on the impact of this program and the challenges of the project, focusing on the development of students' emotional competence. We believe that this approach can be a differential in initiatives that look for improving academic life and promoting the health of students, emphasizing the importance of attention to children's emotional development in the school environment.

La competencia emocional es una habilidad esencial para el desarrollo infantil, contribuyendo al bienestar subjetivo, las buenas relaciones interpersonales y el rendimiento académico de niños. En la etapa escolar, en torno a los cuatro/cinco años, hay avances significativos, lo que convierte a los docentes en agentes fundamentales de este proceso. Este estudio reportó la experiencia de un proyecto-piloto para implementar un programa de promoción de competencias emocionales en niños dirigido a docentes. Participaron seis docentes (M=40,6 años) de educación infantil de dos escuelas privadas de Río de Janeiro y alrededores y completaron instrumentos antes del inicio de la implantación. Participaron activamente en todas las etapas. Sus relatos (grabados, transcritos; analizados) evidenciaron logros en las habilidades emocionales de los niños, ganancias adicionales en autoconocimiento y la satisfacción de los docentes con las actividades realizadas. Buscamos reflexionar sobre el impacto del programa y desafíos del proyecto, enfocándonos en el desarrollo de la competencia emocional de los estudiantes. Se cree que esta propuesta puede ser un diferencial en iniciativas dirigidas a mejorar la vida académica y promover la salud de los estudiantes, destacando la importancia de la atención al desarrollo emocional de niños en el ámbito escolar.

Analysis of the characteristics and therapeutic effect of consonant errors in children with functional articulation disorders at different ages / 口腔疾病防治

Objective@#Analyzing the characteristics of consonant errors in children with functional dysarthria in different age groups and the effect of speech training provides a reference for clinical treatment. @*Methods @#This study followed medical ethics, and informed consent has been obtained from patients. Speech data from 388 patients with functional dysarthria were retrospectively studied. They were divided into two groups at the age of 6, namely, the preschool group (4-6 years old) of 226 patients and the school age group (6-13 years old, including 6 years old) of 162 patients. The characteristics of consonant pronunciation errors from four aspects were analyzed: average number of errors, pronunciation location, pronunciation method, and error type. One-on-one speech training was conducted, with a training frequency of once a week and once for 30 minutes. The training method was carried out in the order of phoneme training, syllable training, vocabulary training, sentence training, and short text and conversation training. The effects of speech training in the two groups were compared. @*Results@#Analysis by pronunciation location: both age groups had the highest frequency of errors in tongue tip posterior sounds; the school age group had the lowest error frequency for labiodental consonants, and the preschool group had the lowest error frequency for bilabial consonants. According to the analysis of pronunciation mode, both age groups had the highest error frequency of aspirated affricate and the lowest error frequency of nasal sound. Analysis by error type: both age groups are mainly characterized by substitution and omission. Compared with the preschool group, most consonants of patients in the school group tend to improve in terms of pronunciation location, pronunciation mode, and error types. Compared with the preschool group, the two types of errors-palatalization and lateralization-increased in frequency in the school group, but the trend of increased lateralization was not statistically significant. After 6.7 and 5.5 sessions of speech training, the pronunciation of the preschool group and the school-age group significantly improved; the cure rate of the school-age group was 84.9% (118/139), and that of the preschool group was 77.1% (91/118). There was no statistically significant difference in the cure rate between the two groups.@*Conclusion@# Functional dysarthria may improve with age, but it may not completely self-heal. Children of different age groups can achieve good treatment results through scientific and reasonable speech training.

The role of physical activity promoting thinking skills and emotional behavior of preschool children

Objectives: Physical activity is critical, not only for the normal growth and development of children, but also for emotional and social behavior. The purpose of the article is to determine the relationship between physical education and social and emotional development of preschool children. Methods: The study involved 366 children (188 boys and 178 girls) at the ages of 5 (N = 191) and 6 (N = 174), who study in public kindergartens in Beijing (China). Within 3 months, additional physical education and fitness classes were held. Before and after the study, a test was conducted: Ages & Stages Questionnaires: Social-Emotional (ASQ:SE), which was completed by the parents. The research process did not affect the performance or development of children participants. Results: As a result of the study, the main regularities of the influence of physical education on social and emotional behavior of children were established. Based on the results of the study, it was determined that there is a positive correlation between age, physical education, and social-emotional behavior (r +—= 0.668). Conclusion: Gender differences are not statistically significant when it comes to physical activity's effect on social and emotional behavior (p-value = 0.004). The results can be applied to programs for the prevention of psychosocial and social-emotional development delays of children in kindergartens. (AU)

Word teaching strategies in story reading for preschool children / Estratégias de ensino de palavras em leitura de história para crianças pré-escolares / Estrategias de enseñanza de palabras en lectura de historia para niños preescolares

Shared book reading (SBR) as a teaching practice produces significant effects on development of verbal repertoires in children, especially when associated with strategies of explicit vocabulary teaching. This study aimed to test the cumulative effects of using word teaching strategies, during SBR sessions, on word learning by preschool children. Three sessions of SBR of the same story and a session of complementary activity about the words of the story read were carried out in a class of 13 children aged 4 to 5 years. It was identified significant children's gains, between pre and post-test, in matching-to-sample tasks for nouns and in naming tasks, both for nouns and for verbs. The results confirm the effectiveness of using word teaching strategies during SBR and their feasibility in the natural classroom context. (AU)

A leitura compartilhada de histórias (LCH) como prática de ensino produz efeitos significativos sobre o desenvolvimento de repertórios verbais em crianças, principalmente quando associada a estratégias de ensino explícito de vocabulário. Esse estudo teve como objetivo testar os efeitos cumulativos do uso de estratégias de ensino de palavras, a partir de sessões de LCH, sobre a aprendizagem de palavras por crianças pré-escolares. Foram realizadas três sessões de LCH de um mesmo livro e uma sessão de atividade complementar sobre as palavras da história, em uma classe com 13 crianças, com idades de 4 a 5 anos. Foram identificados ganhos significativos entre o pré e pós-teste no desempenho em tarefas de emparelhamento ao modelo para substantivos e nas tarefas de nomeação para substantivos e para verbos. Os resultados confirmam a eficácia do uso de estratégias de ensino de palavras durante LCH e a sua viabilidade no contexto natural de sala de aula. (AU)

La lectura compartida de historias (LCH) como práctica de enseñanza produce efectos significativos en el desarrollo de repertorios verbales en niños, principalmente cuando se asocia a estrategias de enseñanza explícita de vocabulario. Este estudio tuvo como objetivo evaluar los efectos cumulativos del uso de estrategias de enseñanza de palabras, a partir de sesiones de LCH, en el aprendizaje de palabras en preescolares. Se realizaron tres sesiones de LCH con un único libro y una sesión de actividad complementaria sobre las palabras de la historia, en una clase con 13 niños con edades entre 4 y 5 años. Al comparar las medidas pre y post test, se identificaron mejoras significativas en el desempeño en las tareas de emparejamiento al modelo para sustantivos y en las tareas de nombramiento de sustantivos y verbos. Los resultados confirman la eficacia del uso de estrategias de enseñanza de palabras durante LCH y su viabilidad en el contexto natural en clase. (AU)

Child Behavior Checklist: Cuestionario de conductas socio-afectivas en una población preescolar de Cienfuegos, Cuba / Child Behavior Checklist: Socio-affective behavior questionnaire in a preschool population in Cienfuegos, Cuba

Resumen La evaluación del desarrollo afectivo en la infancia preescolar es una necesidad en Cuba debido a la baja tasa de mortalidad infantil que puede tener en adelante, como consecuencia, niños con diversos riesgos de salud; por otro lado y en el caso concreto de problemas afectivos, existen pocas pruebas válidas para su detección temprana. Objetivo: Comprobar la validez del cuestionario Child Behavior Checklist en la provincia de Cienfuegos, y caracterizar el desarrollo afectivo en una muestra de niños entre 4 y 6 años de edad con necesidades educativas especiales. Material y Métodos: Se utilizaron dos muestras, N1 (320 niños) como grupo de referencia para obtener percentiles y realizar la validación, y N2 (60 niños) como muestra con alteraciones de desarrollo, para validar los percentiles y caracterizar a potenciales pacientes. Resultados: Se encontraron adecuados valores de confiabilidad (alfa cuando el ítem se elimina entre 0.84 y 0.85). La validez de contenido indicó un adecuado ajuste cultural del cuestionario en la población cubana y un 96,7% de los ítems con buenos y/o aceptables niveles de discriminación. En N2 se encontraron varios niños con alteraciones emocionales y conductuales (88,3%, tres cuartas partes de los cuales eran varones): Las alteraciones fueron manifiestas en las sub-escalas: Introversión, Atención, Sueño y Ansiedad. Conclusiones: El cuestionario Child Behavior Checklist (versión para padres) es una herramienta valiosa para profesionales cubanos de salud mental, pues permite clasificar expresiones afectivas negativas de tipo exteriorizante o interiorizante en la infancia preescolar. Este tipo de estudio debe realizarse en una muestra de referencia nacional a fin de revisar los percentiles y comprobar o confirmar los hallazgos de validez y confiabilidad.

Summary The evaluation of socio-affective development in the child population is perceived as necessity in Cuba's clinical and educational actions due to the low mortality levels that can result in the presence of several health risks among children; on the other hand, and in the specific case of affective problems, there are few valid and reliable tests for their early detection. Objective: To validate the Child Behavior Checklist questionnaire for a preschool population sample (4-6 years) with special needs, in the Cienfuegos province of Cuba. Material and Methods: Two samples, N1 (320 children) as a reference group to obtain percentiles and perform content validation, expert and internal consistency, and N2 (60 children) with developmental alterations to validate the percentiles and characterize future potential patients. Results: Adequate reliability values (alpha when the item is removed between .84 and .85) were found. The validity of the content indicated an adequate cultural adjustment of the questionnaire in the Cuban population, and 96.7% of the items with good and/or acceptable discrimination. In N2, 88.3% of the probands (and three fourths of them, boys) were found carrying emotional and behavioral disorders. The abnormal findings occurred, particularly, in the Introversion, Attention, Sleep and Anxiety sub-scales. Conclusions: The Child Behavior Checklist questionnaire (version for parents) is a valuable alternative for Cuban mental health professionals, as it allows classifying negative affective expressions of externalizing or internalizing type in preschool children. Studies in national reference samples must be conducted in order to test or confirm these validity and reliability findings.

Characterizacion of objectal actions and verbal production in pre-school age / Caracterizacion de acciones objetales y la producción verbal en la edad preescolar menor / Caracterização das ações objetais e da produção verbal na idade pré-escolar

RESUMEN El tema de las condiciones óptimas para el desarrollo verbal del niño preescolar menor aún sigue abierto en psicología, y surge la pregunta acerca de la naturaleza de dichas condiciones. Desde la teoría de la actividad se plantea la posibilidad de análisis de fenómenos del desarrollo no como procesos aislados, sino como elementos de la actividad que predomina en el desarrollo del niño en una u otra etapa. El objetivo de este estudio fue establecer una relación entre la adquisición de las acciones objetales y la producción verbal en niños preescolares menores.En el estudio se valoraron los niveles de adquisición de la acción objetal, comunicación verbal en el juego y la forma de interacción entre niño y adultos que predomina en familia. Para las interacciones con los niños se utilizó el Protocolo para Evaluación del desarrollo para niños preescolares menores (Solovieva & Quintanar, 2014), mientras que con los cuidadores se aplicó una entrevista para precisar el tipo de acciones y orientaciones predominantes en familia. Se identificó una relación entre ambos fenómenos estudiados y una correlación significativa entre el nivel de adquisición de las acciones con objetos, expresiones verbales y orientación parental. Se precisaron las etapas de adquisición de acciones con objetos y el paso al inicio de la adquisición de la función simbólica con el rol específico de uso de juguetes animados. Se discute la utilidad del protocolo para diagnóstico e interacción con niños preescolares, así como para la formulación de programas de intervención y desarrollo en esta edad.

RESUMO O tema das condições ótimas para o desenvolvimento verbal da criança pré-escolar ainda está em aberto na psicologia, trazendo questões sobre a natureza destas condições. A partir da teoria da atividade, se apresenta a possibilidade da análise dos fenômenos do desenvolvimento não como processos isolados, mas sim como elementos da atividade que predomina no desenvolvimento da criança em uma ou outra etapa. O objetivo do presente estudo foi estabelecer uma relação entre a aquisição das ações objetais e a produção verbal em crianças pré-escolares. Neste estudo se consideraram os níveis de aquisição da ação objetal, a comunicação verbal no jogo e a forma de interação predominante na família entre a criança e os adultos. Para as interações com as crianças utilizou-se o protocolo para Evaluación del desarrollo para niños preescolares menores (Solovieva & Quintanar, 2014), ao passo que uma entrevista foi aplicada aos cuidadores para precisar o tipo de ações e orientações predominantes na família. Foi identificada uma relação entre ambos os fenômenos estudados e uma correlação significativa entre o nível de aquisição de ações com objetos, expressões verbais e orientação parental. Foram especificadas as etapas de aquisição de ações com objetos e a passagem ao início da aquisição da função simbólica, com a necessidade particular do uso de brinquedos animados. Por fim, se discute a utilidade do protocolo para o diagnóstico e interação com crianças pré-escolares, assim como para a formulação de programas de intervenção e desenvolvimento nesta idade.

ABSTRACT The topic of favorable conditions for verbal development is opened in psychology. The question about the nature of such conditions hasn't been solved. According to activity theory, it is possible to study aspects of psychological development no as isolated functions, but in relation to the main activity at each stage of development. The objective of the study was to establish a relationship between stages of play with objects using symbols and verbal production in preschool children. For the interactions with children, the Protocol for Evaluación del desarrollo para niños preescolares menores (Solovieva & Quintanar, 2014) was used, and a semi-structured interview was applied with the caregivers in order to specify the type of actions and orientations Predominant in family. We identified a relationship between studied phenomena and a significant correlation between the variables of actions with objects, verbal expressions and parental orientation. The stages of acquisition of actions with objects were determined together with the specific necessity of use of animated toys for verbal development. We discuss the usefulness of the protocol for diagnosis and interaction with preschool children, as well as for the formulation of intervention and development programs at this age.

Memoria mediada: investigación exploratoria sobre posibilidades de desarrollo en niños preescolares / Memória mediada: pesquisa exploratória sobre possibilidades de desenvolvimento em crianças pré-escolares / Mediated memory: exploratory research on development possibilities in preschool children

No presente artigo apresentam-se resultados de pesquisa exploratória visando identificar modos pelos quais crianças pré-escolares podem aprender a utilizar elementos semióticos no aprimoramento de sua memória mediada. O método utilizado foi um jogo de cartas, planejado especialmente para a pesquisa e realizado com 6 grupos de 3 crianças (18 participantes) da faixa etária entre 5 e 6 anos, pertencentes a uma turma de Educação Infantil de uma escola municipal. Os resultados permitiram refletir sobre a apropriação de estratégias de mediação da memória no desenvolvimento humano. Esses resultados são contrastados com as etapas de constituição da memória mediada apresentadas por L. S. Vigotski e colaboradores, destacando-se a importância da mediação do pesquisador e dos pares e seus efeitos sobre o deslocamento entre os níveis de memória. Espera-se que o estudo permita o avanço de pesquisas sobre o tema e contribua para fundamentar práticas pedagógicas potentes para o desenvolvimento das funções psíquicas superiores.

Se presentan resultados de investigación exploratoria con objetivo de identificar modos por los cuales niños preescolares pueden aprender a utilizar elementos semióticos en el mejoramiento de su memoria mediada. El método utilizado fue un juego de barajas, planeado especialmente para la investigación y realizado con 6 grupos de 3 niños (18 participantes) de la franja de edad entre 5 y 6 años, pertenecientes a un grupo de Educación Infantil de una escuela municipal. Los resultados permitieron pensar sobre a apropiación de estrategias de mediación de la memoria en el desarrollo humano. Estos resultados son contrastados con las etapas de constitución de la memoria mediada presentadas por L. S. Vygotsky y colaboradores, destacándose la importancia de la mediación del investigador y de los pares y sus efectos sobre el desplazamiento entre los niveles de memoria. Se espera que el estudio permita el avance de investigaciones sobre el tema y colabore a fundamentar prácticas pedagógicas potentes al desarrollo de las funciones psíquicas superiores.

This article presents results of exploratory research aimed at identifying ways in which pre-school children can learn to use semiotic elements to improve their mediated memory. The method used was a card game, planned especially for the research and carried out with 6 groups of 3 children (18 participants) aged between 5 and 6 years old, belonging to a kindergarten class at a municipal school. The results allowed us to reflect on the appropriation of memory mediation strategies in human development. These results are contrasted with the stages of constitution of mediated memory presented by L. S. Vigotski and collaborators, highlighting the importance of the mediation of the researcher and peers, and their effects on the displacement between the levels of memory. It is expected that the study will allow the advancement of research on the topic and contribute to support powerful pedagogical practices for the development of higher psychic functions.

Prevalencia de sobrepeso, obesidad y factores asociados en preescolares del cantón de Turrialba

l objetivo de este estudio fue el análisis de la prevalencia de sobrepeso y obesidad en los niños prescolares intervenidos por el Modelo Póngale Vida en el año 2013, en el cantón de Turrialba, Costa Rica. La población es de 643 preescolares provenientes de instituciones públicas de Turrialba (2013). El sistema educativo consta de dos ciclos para preescolar: materno infantil y transición. Los datos antropométricos fueron recolectados en cada centro educativo por docentes capacitados por personal del Modelo Póngale Vida (2013). El estado antropométrico fue evaluado según los criterios de la Organización Mundial de la Salud (OMS) del 2008. La prevalencia del exceso de peso (sobrepeso y obesidad) fue de 18%, el cual es menor al reportado por la Encuesta Nacional de Nutrición de Costa Rica del 2008-2009 (ENN) que era 21,4% (Ministerio de Salud, 2009). El bajo peso fue de 8%, el cual es mayor al reportado nacionalmente en la ENN 6,1% (MS, 2009). El 94% de los preescolares tenían talla normal. En la zona rural (5%), hubo menor prevalencia de bajo peso con respecto a la zona urbana (8%); el exceso de peso es similar. Se observó un mayor porcentaje de bajo peso y exceso de peso en niñas (9% y 19%) que en niños (6% y 16% respectivamente). En el rango de 5 años a 6 años y 9 meses (ciclo transición), se observan el 87.5% de los casos de bajo peso, el 93% de los de sobrepeso y todos (100%) los de obesidad. La frecuencia de desayuno, merienda y cena, el medio de transporte, las horas de juego y de ver televisión podrían influenciar el estado nutricional. La conclusión es que existen diferencias en los datos a nivel regional y a nivel nacional de exceso de peso y factores asociados. Se recomiendan más estudios.

he objective of the present study was the analysis of the prevalence of overweight and obesity in preschool children intervened by the Póngale Vida Model in 2013, in the canton of Turrialba, Costa Rica. Population: 643 preschoolers from public institutions in Turrialba (2013). The educational system consists of two cycles for preschool: Maternal and Infant and Transition. Anthropometric data were collected at each school by teachers trained staff 'Póngale Vida' (2013). Anthropometric status was evaluated according to the criteria of the World Health Organization (WHO) 2008. The prevalence of excessive weight (overweight and obesity), was 18%, which is lower than reported by the National Nutrition Survey 2008-2009 (NNS) Costa Rica (21,4% (Ministry of Health of Costa Rica, 2009).Underweight was 8%, which is higher than the nationally reported by NNS 6.1% (Ministry of Health of Costa Rica, 2009). 94% of preschool children have normal height. Rural area (5%) had lower prevalence of underweight compared to urban areas (8%); overweight was similar. Higher percentage of underweight and overweight is observed among girls (9% and 19%) than in boys (6% and 16% respectively). In the range from 5 years to 6 years and 9 months (cycle Transition), occurred 87.5% of the cases of underweight, 93% of the ones of overweight and all cases (100%) of obesity. The frequency of breakfast, snack and dinner, the transportation medium, the playing hours and watching TV may influence nutritional status. Conclusion: There are differences in data regionally and nationwide of excess weight and associated factors. Further studies are recommended.

The effects of specific exercise program on anthropometric characteristics and motor abilities of preschool children / Efectos del programa de ejercicios específicos sobre las características antropométricas y las habilidades motrices de los niños de edad preescolar

In order to determine the effects of specific exercise program on anthropometric characteristics and motor abilities of preschool children, a battery of eight anthropometric measures and 7 motor tests were applied. The current study was conducted on a sample of 60 preschoolers (31 in the experimental and 29 in the control group), aged 4 to 5. They were the respondents in the project implemented by the Faculty of Sport and Physical Education in Novi Sad. The obtained data was analyzed by multivariate analysis of covariance (MANCOVA). It can be concluded that the application of experimental and control models of exercise resulted in substantial improvement of certain motor skills in the experimental group compared to the control group. In regard to the anthropometry there was no statistically significant difference between the groups. In fact, the practical value of this work is to analyze the model of kinetic activities, which as such can be applied to all clubs and schools that work with children of preschool and early school age.

Con el fin de determinar los efectos de un programa de ejercicios específicos sobre las características antropométricas y las habilidades motrices de los niños en edad preescolar, se aplicó una batería de 8 medidas antropométricas y 7 pruebas motrices. El presente estudio se realizó en una muestra de 60 niños en edad preescolar (31 en el grupo experimental y 29 en el grupo de control), de 4 a 5 años. Los niños en este estudio forman parte del proyecto implementado por la Facultad de Deporte y Educación Física de Novi Sad. Los datos obtenidos se analizaron mediante análisis multivariante de covarianza (MANCOVA). Se puede concluir que la aplicación de modelos experimentales y de control de ejercicios resultó en una mejora sustancial de ciertas habilidades motoras en el grupo experimental en comparación con el grupo control. En cuanto a la antropometría, no hubo diferencias estadísticamente significativas entre los grupos. De hecho, el valor práctico de este trabajo es analizar el modelo de actividades cinéticas, que como tal puede aplicarse a todos los clubes y escuelas que trabajan con niños en edad preescolar y escolar.

Caracterización del nivel de desarrollo de la función simbólica en niños preescolares / Characterization of development level of the symbolic function in preschool children

Resumen El objetivo de este estudio es caracterizar el nivel de adquisición de la función simbólica en niños preescolares colombianos. Participaron 39 niños a quienes se les aplicó el protocolo de evaluación psicológica cualitativa que permite caracterizar la adquisición de la función simbólica en los niveles materializado, perceptivo y verbal; basado en el concepto de la zona del desarrollo próximo lo cual implica la participación activa del niño, y diversas formas de ayuda por parte del evaluador. Los resultados señalan un bajo nivel de desarrollo de la función simbólica al final de la edad preescolar; además posibilitan conocer cómo el niño preescolar realiza tareas simbólicas a partir de apoyos verbales del adulto. Se discute la importancia del espacio de colaboración entre el adulto y los niños en el que se usa el lenguaje como medio de apoyo para la ejecución de acciones simbólicas y para la creación independiente de diversas formas de representación materializada, perceptiva y verbal.

Abstract The aim of this study is to characterize the acquisition level of the symbolic function in Colombian preschool children in the city of Bogotá. The study involved 39 children. Children were assessed by a protocol of qualitative psychological evaluation to characterize the acquisition of the symbolic function in materialized, perceptual and verbal levels. The protocol is based on the zone of proximal development concept, which involves the active participation of children and the use of various forms of assistance from the evaluator. The results of the protocol evaluation indicate a low development level of the symbolic function at the end of preschool age. The findings of this study are useful in both education and psychology fields, as it possible to know how the preschool child performs symbolic tasks from the adult's verbal support. The importance of cooperation space between adult and children in which language is used as a means of support for the implementation of symbolic actions and for independent creation of various forms of materialized, perceptual, and verbal representation is discussed.

Evaluación de adquisición de las acciones perceptivas simbólicas en niños preescolares de Bogotá, Colombia / Assessment on acquisition of perceptive symbolic actions in preschool children of Bogotá, Colombia

El objetivo de este estudio fue determinar los indicadores de adquisición de las acciones perceptivas simbólicas en la zona del desarrollo próximo y la zona de desarrollo actual, en 180 niños preescolares entre los 5 y 6 años de la ciudad de Bogotá, capital de Colombia. El nivel de desarrollo simbólico se valoró a través de la aplicación de un protocolo elaborado para este estudio con tal propósito. Esta investigación se fundamentó en el enfoque histórico-cultural de Vigotsky y su escuela psicológica. Los resultados obtenidos determinaron como indicadores: la posibilidad de generalizar rasgos de un objeto o una situación en el plano gráfico; la posibilidad de elaborar un símbolo reconocible; el uso del signo perceptivo como medio de recuerdo y la habilidad para explicar coherentemente el dibujo realizado. Los resultados mostraron que la mayoría de los niños evaluados requieren la ayuda del adulto para realizar las tareas propuestas. Se discute que para garantizar el desarrollo de las acciones perceptivas simbólicas se requiere de una mayor participación del adulto y la inclusión de las actividades específicas en la edad preescolar.

This study aimed to establish those indicators related with the acquisition of perceptive symbolic actions in the zone of proximal development and the zone actual of development. 180 preschool children aged between 5 and 6 from Bogota, Colombia, participated in the study. The level of symbolic development was assessed through the administration of a protocol designed for this purpose. This research was based on Vygotsky´s historical-cultural approach and his psychological school. The results obtained in our study identified some indicators connected to reflexive acquisition of perceptive symbolic actions. The above-mentioned indicators comprehend: the possibility of generalising features of a concrete object or situation represented graphically; the possibility to create a recognizable symbol; the use of graphic symbols as a way to remember and, finally, the ability to explain the meaning of drawings. The results showed that most of the assessed children required adult assistance to fulfill the tasks. We discuss the need of constant external help and the inclusion of specific activities in order to guarantee the successful development of perceptive symbolic actions at preschool age.

Estilos parentais e desenvolvimento das funções executivas: estudo com crianças de 3 a 6 anos / Parenting styles and development of executive functions: study with 3-6-year-old children / Estilos parentales y desarrollo de funciones ejecutivas: estudio con niños de 3 y 6 años

Este estudo analisou a relação entre estilo parental dos responsáveis e funções executivas em pré-escolares, pois pesquisas prévias sugerem que características do ambiente familiar podem influenciar o desenvolvimento dessas funções. Participaram 30 crianças, de 3 a 6 anos, e seus responsáveis. Estes responderam o Inventário de Estilos Parentais e as crianças, Teste de Stroop Semântico, Teste de Atenção por Cancelamento e Teste de Trilhas para pré-escolares. Correlações de magnitude baixa a moderada evidenciaram, de modo geral, que quanto mais apropriado o estilo parental dos pais, melhor o controle de interferência dos filhos. Também observou-se que, quanto maior a inconsistência na punição, maior o tempo de reação da criança na parte incongruente do Teste de Stroop e mais ela é afetada pela incongruência, porém, conforme a parte B do Teste de Trilhas, maior a sua flexibilidade. Portanto observaram-se relações entre estilo parental e funções executivas na amostra avaliada.

This study examined the relation between the parenting style of the parents and executive function in preschool children, because previous research suggests that family environment characteristics may influence the development of these functions. Participants were 30 3-6-year-old children and their parents. The parents answered the Parental Styles Inventory and children were assessed by Semantic Stroop Test, Cancellation Attention Test for and Trail Making Test for preschoolers. Low to moderate magnitude correlations showed in general that the more suitable parenting style of the parents, the better interference control of children. It was also observed that the greater the inconsistency in punishment, the greater the child's reaction time in incongruous part of the Stroop Test and the more she/he is affected by the incongruity, however, pursuant to part B of the Trail Making Test, the greater her/his flexibility. Therefore there were observed relation between parenting style and executive functions of the sample investigated.

Este estudio examinó la relación entre estilos parentales de padres y funciones ejecutivas en niños preescolares, ya que investigaciones anteriores sugieren que las características del entorno familiar pueden influir en el desarrollo de estas funciones. Participaran del estudio 30 niños, entre 3 y 6 años de edad, y sus padres. Los padres respondieron el Inventario de Estilos Parentales y los niños, Test de Stroop Semántico, Test de Atención por Cancelación y Test de Trazados para preescolares. Correlaciones de baja a moderada magnitud mostraron, en general, que cuanto más adecuado el estilo parental de los padres mejor es el control de la interferencia de los niños. También se observó que cuanto mayor es la falta de coherencia en el castigo, mayor es el tiempo de reacción del niño en la parte incongruente del Test de Stroop y más él es afectado por la incongruencia, sin embargo, de conformidad con la parte B del Test de Trazados, mayor es su flexibilidad. Por lo tanto, se observaron relación entre estilo parental y funciones ejecutivas en la muestra investigada.

Survey on Two-week Prevalence and Ethical Analysis in Rural Preschool Leftover Children in Shandong Province / 中国医学伦理学

Objective:To understand the status of two -week prevalence and the influencing factors in rural preschool leftover children of Shandong , so as to provide evidence for putting forward effective health intervention means .Methods:Using the method of stratified -cluster-random sampling and elect 646 cases of preschool lefto-ver children from 2 counties of Shandong .We surveyed with self -made questionnaire .Results:The two-week prevalence of the rural preschool leftover children is high;the influencing factors of the two -week prevalence with the rural preschool leftover children including whether children are only -child, the type of children guardianship , whether children piddle and whether left -behind children can avoid dangerous .Conclusion: The two -week prevalence present situation of rural preschool left -behind children is low , and its problems of health and ethics are clear.Therefore, effective measures should be carried out to improve the health level of rural leftover children .

Argumentación sobre la higiene del uso de las computadoras como medio de enseñanza, por niños preescolares / Argumentation about the hygiene of the use of computers by small primary school children as a teaching aid

La utilización de la computación en la edad preescolar en Cuba, se generalizó a partir del curso escolar 2001-2002, en todas las aulas preescolares situadas en las escuelas primarias, los círculos infantiles y en los grupos de cinco a seis años; atendidos por el programa; Educa a tu hijo; lo que constituye una experiencia novedosa. El trabajo con computadoras tiene determinados elementos que si no se trabajan de forma racional y científica, pueden influir en el estado de salud de las personas, principalmente en los niños de edad preescolar en pleno crecimiento y desarrollo. El presente trabajo tiene como objetivo argumentar sobre la higiene del uso de las computadoras como medio de enseñanza por los niños preescolares. Se analizaron los requerimientos ergonómicos, que si no son satisfechos pueden provocar alteraciones a la salud de los individuos que operan estas máquinas y en particular la de las niñas y niños de edad preescolar y se relacionaron con sus características anátomo-fisiológicas. La institución educacional será la encargada de controlar el sistema de tareas docentes que componen el uso de la computadora y sus contenidos en la edad preescolar, bajo la orientación de las educadoras y maestras, las cuales deben tener los conocimientos fundamentales sobre las características del desarrollo en esta etapa de la vida de los niños relacionadas con esta actividad(AU)

Using computers in the preschool age in Cuba is a generalized practice since the 2001-2002 academic year in all the preschool classrooms located in the elementary schools, the daycare centers and the 5-6 years-old children groups, who are involved in Educate your child program that represents a novel experience. Working with computers implies certain elements that if not rationally and scientifically addressed may have negative impact on the health status of individuals, mainly preschool children at full growth and development. The present paper was aimed at giving arguments on the hygiene of the use of computers by preschool children as a teaching aid. The ergonomic requirements were analyzed; in the event that they are not properly met, they may cause health alterations in individuals who operate these pieces of equipment, particularly preschool age boys and girls according to their anatomical and physiological features. The educational institution will be in charge of managing the system of teaching tasks involving the use of computer and its contents at the preschool age, under the guiding of educators and teachers who should have the adequate knowledge about the characteristics of child development in this phase of life(AU)

Relação entre funções parentais e o comportamento de crianças pré-escolares / Relationship between parental role and behavior of preschool children

As funções parentais, na contemporaneidade, podem ser exercidas com pouca consistência e coerência em decorrência de aspectos socioculturais que têm provocado nos pais sentimentos de insegurança e dúvidas frente à tarefa de educar. Esse artigo tem como objetivo apresentar uma pesquisa que procurou compreender a relação entre a fragilização das funções parentais e a frequência de comportamentos de agressividade, teimosia e/ou agitação em crianças de dois a quatro anos, num ambiente escolar. Foram realizadas entrevistas semidirigidas com professores e pais, observação de crianças e interação lúdica entre pais e filhos. Usando abordagem qualitativa, por meio de estudo de caso com comparação entre grupos, e baseando-se no referencial teórico da psicanálise para a análise dos dados, constatou-se que os comportamentos das crianças citados acima se relacionam com dificuldades nas dinâmicas da parentalidade e da conjugalidade.

The parental role, in contemporary times, may be exercised with little consistency and coherence, due to socio-cultural aspects that have provoked in the parents feelings of insecurity and doubts concerning the task of educating. This article has as its purpose to present a research designed to understand the relationship between the weakening of parental role and the frequency of aggressive, stubbornness and/or agitation behaviors of two to four years old children in a school environment. Semi-structured interviews were conducted with teachers and parents, also observation of children and of "playful interaction" between parents and children. Using a qualitative approach, specifically the case study with comparison of groups, and based on the theoretical framework of psychoanalysis, it was found that the children's behaviors mentioned related to difficulties of parenting and marital dynamics.

Ocorrência de classes gramaticais na fala espontânea de crianças de 18 a 41 meses com pares / Occurrence of grammatical classes in spontaneous speech of 18-41-month-old children with their peers

Este estudo teve como objetivo investigar a ocorrência de diferentes categorias gramaticais em 21 crianças (18 a 41 meses), interagindo espontaneamente com pares; e comparar esses dados com estudos que empregam a observação da interação adulto/criança em contexto de fala elicitada. Cada participante foi filmado durante 15 minutos, por cinco vezes (em intervalos de um mês) interagindo com colegas de classe. Os registros foram distribuídos em quatro grupos etários. As categorias gramaticais mais frequentes em todos os grupos foram verbos e substantivos. A frequência de tipos de verbos e substantivos foi equivalente entre os grupos mais jovens, mas verbos foram mais frequentes nos grupos mais velhos. Discute-se o papel do contexto de observação e do método de coleta de dados. (AU)

This study aimed to investigate the occurrences of different grammatical categories in 21 children (18 to 41 months) in situations of spontaneous speech with their peers and compare these data with studies that employ the observation of adult/child interaction in the context of elicited speech. Each child was videotaped during 15 minutes interacting with classmates. It happened for five times with intervals of one month between them. Records were joined into four groups. The most frequent grammatical categories in all age groups were verbs and nouns. The frequency of different types of verbs and nouns were equivalent among younger groups, but verbs were more frequently used in older groups. We discuss the role of observation context and the method of data sampling. (AU)

Desnutrición crónica en México en el último cuarto de siglo: análisis de cuatro encuestas nacionales / Stunting in Mexico in the last quarter century: analysis of four national surveys

Objetivo. Describir la magnitud, distribución y tendencias de la desnutrición y el sobrepeso en menores de 5 años de 1988 a 2012 y hacer recomendaciones para su erradicación. Material y métodos. Se analizaron indicadores antropométricos en menores de 5 años, de cuatro encuestas nacionales. Resultados. A pesar de haber tenido un notable descenso en el periodo estudiado, la desnutrición crónica persiste como problema de salud pública, con mayores prevalencias en la población indígena, las zonas rurales del sur y el quintil de menores condiciones de bienestar. Conclusiones. Diversas políticas y programas han mostrado efectividad aunque persisten retos de implementación entre la población más pobre, particularmente la indígena. Se recomiendan, por una parte, medidas para aumentar la efectividad de las políticas y programas actuales, sobre todo entre la población indígena y la más pobre, mediante el ajuste de los programas actuales, de acuerdo con los resultados de las evaluaciones y, por la otra, políticas de desarrollo social que atiendan los determinantes sociales de la desnutrición.

Objective. To describe the magnitude, distribution, and trends of undernutrition and overweight from 1988 to 2006, and provide recommendations for their erradication. Materials and methods. Antrhopometric indicators of nutritional status in children <5 y from four surveys were analyzed. Results. Despite its significant reduction in the study period, stunting remains as a public health problem, with the highest prevalences in indigenous population, the rural south and the lowest living conditions quintile. Conclusions. Several policies and programs have demonstrated effectiveness, but implementation challenges persist among the poorest population, particularly in indigenous households. Measures for improving the effectiveness of the nutrition policies and programs, particularly among the indigenous and poorest population, are provided, which include adjusting current programs according to the results of evaluations, and the implementation of policies that address the social determinants of undernutrition.

A segurança dos modelos internos e o conhecimento emocional nas crianças de idade pré-escolar / Internal models and emotional knowledge in preschool children

O objectivo deste estudo foi verificar se a segurança das representações mentais da relação de vinculação das crianças se correlaciona com um maior conhecimento das emoções, na idade do pré-escolar. Participaram 176 crianças do distrito de Lisboa, com idades entre os 3 e 5 anos. Utilizou-se a escala contínua de segurança do Attachment Story Completion Task e a adaptação portuguesa do Affect Knowledge Test. Os resultados sugerem que as crianças com modelos internos seguros apresentam um maior conhecimento das emoções, não havendo influência da capacidade verbal. Este estudo sugere que crianças com modelos internos seguros experienciam relações mais calorosas com os seus cuidadores, nas quais é possível partilharem e discutirem experiências emocionais de forma aberta e suportada permitindo que estas apresentem um maior conhecimento emocional...

The present study aims to clarify the relation between attachment representations and emotional knowledge in preschool children. One hundred seventy-six Portuguese children between 3 and 5 years old participated in the study. Quality of attachment representations was assessed using the Attachment Story Completion Task, and emotional knowledge was assessed by the Portuguese version of the Affect Knowledge Test. Our results suggest that children with secure internal working models show more emotional knowledge. No differences were found regarding verbal ability. These findings suggest that children with secure internal working models experience warmer relationships with their caregivers, sharing and discussing emotional experiences in an open and supportive way, allowing them to experience greater emotional knowledge...