Desarrollo de diferentes marcos de referencia espacial para la orientación en entornos a pequeña escala / Development of different spatial frames of reference for orientation in small-scale environments

Background: Previous studies show that there is a developmental transition in the frames of reference children use to orientate from a body-centered to an allocentric strategy. However, there is no agreement concerning the age at which they begin to integrate and flexibly use both strategies in small scale environments. Method: 6-10-year-old children and adults were trained to locate a hidden object in an arm-maze placed within a small-scale model, which maintained stable relationships with the frames of reference provided by the experimental room and by the subject (Experiment 1), and in a situation of inconsistency between the frame provided by the small scale model and the other two (Experiment 2). Results: When the frames of reference provided by the room and by the subject conflict with that of the manipulative space, the performance deteriorates compared to the situation when multiple frames of reference can be used cooperatively to locate the goal. The flexible use of the information provided by the model (i.e., the cues surrounding the maze and the geometrical features) emerged at 10 years. Conclusions: Through development, children acquire new spatial abilities and increasing flexibility in the conjoint use of egocentric and allocentric frames of reference in small-scale environments (AU)

Antecedentes: estudios previos muestran una transición durante el desarrollo en las estrategias que los niños utilizan para orientarse, aunque no hay consenso en la edad de inicio para emplear conjuntamente estrategias alocéntricas y egocéntricas en entornos a pequeña escala. Método: niños de 6-10 años y adultos fueron entrenados para encontrar un objeto escondido en un laberinto radial ubicado en una maqueta que mantiene una relación constante con los marcos de referencia proporcionados por la habitación experimental y por el participante (experimento 1), y en una situación de inconsistencia entre el marco de referencia del entorno a pequeña escala y los de la habitación y el sujeto (experimento 2). Resultados: cuando los marcos de referencia de la habitación y el sujeto entran en conflicto con el del espacio manipulativo, la ejecución empeora respecto a una situación en que múltiples marcos de referencia cooperan para localizar la meta. Desde los 10 años los niños usan la información del espacio manipulativo, tanto las claves que rodean al laberinto como la geometría de dicho entorno. Conclusiones: durante el desarrollo los niños adquieren nuevas habilidades espaciales y mayor flexibilidad en el uso conjunto de marcos de referencia egocéntricos y alocéntricos en entornos a pequeña escala(AU)

Access of children with cerebral palsy to the physical, social and attitudinal environment they need: a cross-sectional European study.

PURPOSE: The UN Convention on the Rights of Persons with Disabilities requires states 'to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, transportation, information and communications.' We explored whether this convention was respected for disabled children in Europe. METHOD: One thousand one-hundred and seventy-four children aged 8-12 years were randomly selected from population-based registers of children with cerebral palsy in eight European regions. 743 children joined the study; one further region recruited 75 children from multiple sources. Researchers visited these 818 children and administered the European Child Environment Questionnaire, which records parents' perceptions of availability of the physical, social and attitudinal environment needed in home, school and community. Multilevel, multivariable regression related child access on these domains to their impairments and socio-demographic characteristics. RESULTS: Children with more impaired walking ability had less access to the physical environment, transport and social support they needed than other children. They also experienced less favourable attitudes from family and friends. However, attitudes of teachers and therapists were similar for children with all levels of impairment. The access of children, across all impairment severities, to their needed environment showed significant variation between regions (p ≤ 0.0001), some regions consistently providing better access on most or all domains. CONCLUSION: European states need to substantially improve environmental access for disabled children in order to meet their obligations under UN Conventions. In some regions, many environmental factors should and realistically could be changed. Legislation and regulation should be directed to making this happen. Local environmental planners and health and social service providers should listen carefully to parents to address mismatches between policy intentions and parental experience.

Desarrollo de un programa educativo estructurado en diabetes para pacientes pediátricos / Developing a structured educational program on diabetes for pediatric patients

La diabetes mellitus tipo 1 es una enfermedad crónica que requiere un tratamientocomplejo y que genera cambios en el estilo de vida personal y familiar.El paciente/familia debe adquirir una serie de conocimientos, habilidades yconductas saludables que le permitan comprender su enfermedad y autogestionarla.Para ayudar a conseguir estos objetivos, es necesario disponer de programaseducativos estructurados que faciliten el aprendizaje. Cuando estosprogramas están diseñados para aplicarse en la edad pediátrica, los objetivos,el material y las actividades deben adecuarse a la edad del paciente y a lascaracterísticas propias de la infancia. Para conseguir que el niño llegue a laetapa adulta sabiendo autogestionar correctamente su diabetes, es muy importantela actitud y formación de los padres/tutores, así como la habilidad enel traspaso progresivo de responsabilidades(AU)

Type 1 diabetes mellitus is a chronic disease that requires a complex treatmentand that generates changes in the patient’s personal and family lifestyle. In orderto understand and self-manage the disease, the patient/family needs toacquire certain knowledge, skills and healthy habits. Structured educationalprograms must be available to facilitate the learning process and help patientsachieving these objectives. When those programs are designed for pediatricpatients objectives, material and activities must be adapted to patient’s age aswell as the distinctive characteristics of childhood. To make sure that childrenare able to adequately self-manage their diabetes by the time they reach adulthood,parents/tutors’ attitude and training are of fundamental importance, aswell as providing progressive transfer of responsibilities to them(AU)