Navegando por Assunto "Psicologia infantil"

Agora exibindo 1 - 13 de 13

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Adesão ao tratamento por cuidadores de crianças com hipotireoidismo congênito
(Universidade Federal do Pará, 2005-06-03) OLIVEIRA, Fabiana Pereira Sabino de; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
Chronic diseases which require attention and continuous evaluations and have called for attention ofhealth professionals, specially those who devote themselves to the area ofPediatric Psychology, who devote themselves to the study of child development, as well as to the relationship between health and sickness and the interferences in the life quality of children and their relatives. This study aims accomplishing a descriptive study to identify variables making easier or more difficult, the adherence to the treatment of caregivers of children with Congenital Hypothyroidism, attended by the Center of Reference in Pará State. Fifty main caregivers ranging between 17 to 55 years of age. Forty mothers, four grandmothers, four fathers and two aunts took part in this study. Variables related to the adherence were identified by means of structured interviews. Program characteristics were analyzed through structured interviews carried out by the team professionals. The analyses of caregivers reports showed that some of the demands to the treatment adherence are not being supplied. Informations about the illness characteristics, etiology, diagnostics, treatment and prognostics are not part of the repertory of most caregivers, independently of age, school degree, degree of relationship with reiatives and time of participation in the Neonatal Selection Programo Significant differences were found regarding the adequate time for the exam accomplishment, which showed the delay of the treatment start. The difficulties described by the professionals as to the adherence to the treatment by the caregivers were attributed not only to the problems showed by the Program structure itselfbut also by the lack of interest to it. The study brings relevant implications to the implantation of more effective and efficacious prevention programs to attend the needs of caregivers and promote the adequate child development.
Acesso aberto (Open Access)
Aprendizagem de relações ordinais por meio de treino de uma única sequência de estímulos
(2010) ASSIS, Grauben José Alves de; CORRÊA, Diogo Rodrigues; SOUZA, Carlos Barbosa Alves de; PRADO, Paulo Sérgio Teixeira
The aim of this study was to evaluate the learning of ordinal classes through the training of only one sequence of stimuli. Five children, four to five years old participated. Sets of stimuli with abstract shapes, representing the numerical sequence from one to five were presented via a microcomputer. Once the criteria for success were reached, tests were administered. All of the participants reached the criteria for success during the baseline phase, and responded readily to the tests for transitivity and connectivity. Generalization also occurred for two novel ordinal classes. During the retest phase, three children responded consistent with prior training, whereas one child responded partially. This study is a contribution to a functional analysis of the process of learning of numeric repertoires.
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A construção de significados nas brincadeiras de faz-de-conta por crianças de uma turma de educação infantil ribeirinha da Amazônia
(Universidade Federal do Pará, 2009-03-03) TEIXEIRA, Sônia Regina dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
The present study focuses the process of construction of meanings in the make-believe play for children of a riverine class in Amazon, from the formularizations of the historical and cultural psychology. In this theoretical methodological perspective, the human being constitutes itself while subject intermediated by the internalization/externalization of the meanings of its cultural group, that are constructed during the dialogical interactions. The main activity by which the preschool child affects this process is the make-believe play, for give the child opportunity to operate directly with the meanings shared in the cultural context where she lives is. In this manner, the objective of this research was to examine the dialogical interactions that happen during the make-believe play of children of a classroom of a riverine class of the Amazon to identify the meanings constructed in the interactions and to verify how, through them, the children co-construct themselves while citizens and participants of the culture. For this, I made a field-work in the classes of kindergarten of a pedagogical unit, located in the Island of the Combu, in the city of Belém of Pará, throughout the years of 2003 and 2006, that was divided in two distinct stages. At the first moment of the research, I effected the characterization of the cultural context of life of the children who frequented the classes of kindergarten. The participants of this stage were thirteen children who had frequented the classroom of kindergarten in the year of 2003, with eleven boys and two girls, between four and five years old, the teacher of the kindergarten class and the responsible ones for the children. The children and its familiar ones had been interviewed. The children had been observed playing in its houses. I analyzed the subjects, the partners, the places, objects and the meanings constructed in the kids play. At the second moment, I made the microgenetic analysis of the dialogical interactions that had occurred in the make-believe play. The participants had been sixteen children who had frequented the classroom of kindergarten in the year of 2005 and the teacher. The analyzed data showed: 1) The ways of construction of the meanings for the children and between them and the teacher; 2) The types of constructed meanings: about the world, about themselves and the others, and about the relation of themselves with the others; 3) The origin of the constructed meanings; 4) The relation culture-subjectivity. The characterization of the cultural context revealed that although they were in contact with the urban context, the children had revealed linked, mainly, to the riverine context. The microgenetic analysis of the dialogical interactions during the tricks showed that the meanings about the world, about themselves and the others, and the relation of themselves with the others, shared in the cultural context of the Island of the Combu, had been internalized, starting to constitute the subjectivities of the investigated children. It indicated in despite of make-believe play, by itself, independent of the participation of other children and the adult, contributes for the process of cultural constitution of the child, but it can be enriched with the participation of other children and the teacher, that respects the initiative, the culture, the level of development of the child and has clarity of its paper to plan and to lead the pedagogical act in one determined direction. Other children contribute increasing the motivation for the trick, including new elements of their cultural universe, renewing the subjects, offering models to be represented and creating complementation opportunities that imply in challenges to be adjusted during the interactions to the levels of developments of the partners. The teacher contributes planning interactive environment - child - child and child-teacher, respecting the activity and the level of development of the children, detaching the constructed meanings in the active and interactive way and, in some cases redirecting the play, with the purpose of the constitution of a determined type of subjectivity and not of a different one. In short, the study reveals how by means of the meanings constructed in the dialogical interactions, the children participate of their collective culture and constitute themselves as riverine people of Amazon.
Acesso aberto (Open Access)
Conta que eu conto: percepções de crianças sobre suas experiências de acolhimento
(Universidade Federal do Pará, 2014-03-19) CRUZ, Dalízia Amaral; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051
The interest to investigate child cares services from the perception that the child has the physical and social dynamics of the institution has been gaining visibility in the area of Development Psychology. This interest caused the emergence in the scientific – academic context of the need to search the perspective of child in care from the systemic approach that considers the person in development as active being in their developmental trajectory. In this sense, the study aimed to investigate the perceptions of children about their experiences of care in the context of “storytelling" activities. For this, was used to collect data semi structured interviews with six children from a host institution in the metropolitan region of Belém. The interview was conducted along six "storytelling" activities. For each day of activity an interview script was developed so that the questions were made coherently with specific time of each story. Six fairy tales were used: "When I feel angry", "The Three Little Pigs", "The Ugly Duckling", "Where the wild things are", "Choco finds a mother” and “Everybody is happy". The activities were filmed and transcribed in full for content analysis. Was also used a characterization formulary of the children to relate data obtained from the storytelling activities. The main results demonstrate that children did not know about the real reasons that determined their host; the teachers are cited by the children with the main reference figures; activities outside the institution were cited by children as something that made them happy and activities with tales also appeared as something that aroused feelings of happiness. The children report also suggests that there is interaction between siblings in the institution. For questions related to family, children, in general, did not talk much about, were monosyllabic, when questioned more directly, but alluded to family situations spontaneously, from the plot of the stories. The working with fairy tales proved satisfactory, in those facilitated and encouraged children to express about their experiences at the host institution.
Acesso aberto (Open Access)
Discriminação simples com mudanças sucessivas na função dos estímulos em bebês
(Universidade Federal do Pará, 2008-03) SILVA, Flávia Teresa Neves; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
This study investigated with three infants, 10 to 14 months-old at the beginning of the experiment, the acquisition of successive shifts of simple discrimination (SSSD), considering that this repertoire can facilitate the identity matching-to-sample (IDMTS) learning, a potential prerequisite for the development of more complex symbolic repertoires. The task consisted of presenting GIFs figures on a touchscreen with a display simulating an IDMTS training: in a simple discrimination trial, first one stimulus alone (SA) was showed and responses to it produced its disappearance, reinforcement and simultaneous presentation of two or three stimuli, one of them the SA, the correct stimulus (S+). Eight trials were programmed by session. The training was intended to initiate by simple discrimination with two stimuli with successive shifts until three different stimuli had functioned once as S+ and once as S- once. Afterwards, simple discrimination training with three stimuli was carried out, until each stimulus had functioned as S+ and S- (one SSSD training cycle). Later, the same procedure would be repeated with a decrease of 50% in reinforcement of the SA presentations for each training cycle, until its total withdraw. Infants reached only the first stage of SSSD training: two participants have learned SSSD with two stimuli and one simple discrimination with two stimuli. The replacement of the stimulus sets throughout the training seems to have generated the best results between the several manipulations intended to favor infants engagement in the task as well as the acquisition of the discriminations. That manipulation, characterized as multiple-exemplar training of certain discriminative repertoire, could be used to teach IDMTS to infants.
Acesso aberto (Open Access)
Discriminação simples com mudanças sucessivas na função dos estímulos: aprendizagem em bebês
(2009-12) SILVA, Flávia Teresa Neves; SOUZA, Carlos Barbosa Alves de
This study investigated the acquisition of repeated shifts of simple discriminations (RSSD) in three infants. Animated images were presented on a touch sensitive screen. The procedure started off with a two-choice simple discrimination training (SD) with shifts in the stimulus function until all stimuli had functioned once as S+ and once as S-. Afterwards, all the three stimuli were presented in the same trial completing a RSSD cycle. Two of the infants learned the RSSD with the two–choice procedure and one infant learned the SD with two stimuli. The replacement of the stimulus sets throughout the training, characterized as a multiple exemplar training, seems to have contributed to the infants' engagement in the task as well as to the acquisition of the discriminations.
Acesso aberto (Open Access)
Efeitos da exposição continuada a regras descritivas sobre o comportamento escolar de crianças
(Universidade Federal do Pará, 2009-09-09) CRAVEIRO, Cíntia Caroline Prado; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Children histories have been used as ludic-didactic resource in installation of behaviors. In this literature, these behaviors are usually described in a descriptive rules way, describing general relationships among events.The study analyzed the efects of continued exposure to the descriptive rules presented in children histories about the frequency and time of commitment in pro-study behaviors, in four 7 to 8-years old children. The study had three stages. In the first stage, semi-structured interviews with the children teachers were made to colect some reports about children performance in school activities. In the second stage, cursive registers of children behavior in the classroom were made to identify occurence and frequency of the behaviors reported by the teachers. Then, it was possible to select and categorize the main behaviors to be observed in the study. The selected behaviors were: to Copy and Answer the exercise and to Get visa. The third stage was a base line session and six phases. In the base line session, a register of the occurence of these behaviors were made with the objective to have a base line of the frequency and duration of them. The six phases consisted of reading a child history and a register session of the occurence of the main behaviors. In each phase, a different history was read. It had a descriptive rule describing positive consequences of the selected behaviors and negative consequences of behaviors that didn't match with the selected ones. The results showed that all participants, in the last register session, increased meaningfully the time spent in copying and answering the exercise activities, as well as, the number of times that these behaviors were emitted, in relation to the base line session.They all emitted the Getting visa behavior in the register session. These results sugest that the continued exposure to the descriptive rules in children histories contributed to install or increase the frequency of the Copying and Aswering the exercise and Getting visa, as well as to increase time of commitment of children in these activities.
Acesso aberto (Open Access)
Efeitos de perguntas e de respostas às perguntas sobre o seguir regras apresentadas em uma história infantil
(2013-12) PARACAMPO, Carla Cristina Paiva; ALBUQUERQUE, Luiz Carlos de; MESCOUTO, Wandria de Andrade; FARIAS, Andréa Fonseca
The effects of questions and answers to questions upon rule following were investigated with 15 children, distributed in three groups. In phases 1 and 3, the number of candies given was measured; in Phase 2, a story was told with a rule specifying that who gives goodies has friends to play. The groups differed in Phase 2: for Group 1, the experimenter did not ask questions; for Group 2, questions were asked during the story telling; and for Group 3, questions were asked at the end of the story. From those participants who did not give candies in Phase 1 of groups 1, 2 e 3, 50%, 100% and 100%, respectively, did so in Phase 3. The results of this study suggest that questions and answers interfere with the occurrence of rule following.
Acesso aberto (Open Access)
Efeitos de uma história de variação comportamental sobre a sensibilidade do comportamento de crianças a mudanças nas contingências
(Universidade Federal do Pará, 2002-04-03) SANTOS, José Guilherme Wady; ALBUQUERQUE, Luiz Carlos de; http://lattes.cnpq.br/5261537967195189; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132
Considering some controversies about the role of behavioral variation on the sensibilility of rule-following to programmed contingencies of reinforcement, the present study investigated whether a history of behavioral variation generated by different instructions would produce performances that are sensitive to signaled changes in environmental contingencies. Fourteen children, between ages of eight and nine years old were exposed to a matching-to-sample procedure. During each trial, a sample stimulus and two comparison stimuli were presented and then a light was switched on. In the presence of those stimuli, the participant was required to touch one of the comparison stimuli. Correct and incorrect responses were differencial consequences. The experiment consisted of two conditions: Condition 1: Only One instruction and Condition 2, Multiple Instructions. Both conditions consisted of three phases each. Phase 1 of the Condition with Only One Instruction (UI) was initiated by the presentation of instructions that corresponded to the contingencies. In this phase, selecting the comparison stimulus that was the same as the sample, was reinforced in the presence of a green light. Also, selecting the comparison stimulus that was different from the sample was reinforced in the presence of a red light. The contingencies in Phase 1 were reversed in Phase 2 and reestablished in Phase 3. Phase 1 of the Multiple Instructions Condition (MI) had three steps. Each step was initiated with a corresponding instruction. During Step 1, selecting the same stimulus was reinforced in the presence of a green light and selecting the different one was reinforced in the presence of a yellow light. During Step 2, selecting the same stimulus was reinforced in the presence of a yellow light and selecting the different one was reinforced in the presence of a red light. During Phase 3, selecting the same stimulus was reinforced only in the presence of a green light and selecting the different comparison was only reinforced in the presence of a red light. The contingencies in Step 3 were reversed in Phase 2 and reestablished in Phase 3. In both conditions, the transitions from one phase to another were signalized by the presentation of an instruction specifying that the participant should discover the best way to gain tokens. In each phase the participants were asked what they should do to gain tokens. Verbal responses were never reinforced. The results showed that the six participants of the IU Condition followed the instruction in Phase 1. In Phases 2 and 3, five participants continued following instructions, regardless of the changes in the contingencies. The eight participants of the MI Condition followed instructions in Steps 1, 2 and 3 in Phase 1. During Phases 2 and 3, four participants continued following instructions and four changed their performances in accordance with the reinforcement contingencies. The verbal behavior of all participants corresponded to the nonverbal during all phases and conditions of the experiment. Results suggest that the variability in the instructions as well as in the contingencies, before modifications in contingencies, together with the signalization of this alteration, may contribute to make the instructed behavior more sensitive to changes in contingencies.
Acesso aberto (Open Access)
Integração dos repertórios de ouvinte e falante (naming) em crianças autistas: efeitos do ensino com objetos e figuras
(Universidade Federal do Pará, 2014-03-14) SANTOS, Edson Luiz Nascimento dos; SOUZA, Carlos Barbosa Alves de; http://lattes.cnpq.br/1264063598919201
A current recommendation to induce Naming repertoire (integration of speaker and listener repertoire) in people with developmental disabilities is the procedure of multiple exemplar instruction (MEI). Studies suggest that there may be differences in Naming learning due to the type of stimulus used. The current study compared the use of twoand three-dimensional stimuli in a MEI procedure to install Naming repertoire in four autistic children. Phase 1 evaluated the baseline of Naming repertoire in two stages: training of identity matching-to-sample repertoire with the experimenter tacting the sample stimuli (IDMTS+tact) and test of MTS auditive-visual (AVMTS) and tact. Phase 2 trained IDMTS+tact, AVMTS and tact with new stimuli. After reaching criterion in Phase 2, Phase 1 was replicated to verify the emergence of Naming (Phase 3). Having observed Naming in Phase 3, Phase 1 was replicated with new stimuli to confirm the repertoire acquisition (Phase 4). One participant showed complete acquisition of Naming in Phase 4 with 2D stimuli and acquired the listener component of Naming with 3D stimuli. Another participant showed Naming in Phase 1 with 2D stimuli and acquired the listener component of Naming with 3D stimuli in Phase 4. The effectiveness of MEI procedure to install Naming in autistic children, the role of stimuli modality used, the interaction between speaker and listener repertoires, the generalization of Naming for other types/forms of stimuli and the applicability of study results are discussed.
Acesso aberto (Open Access)
O primeiro ano escolar como transição ecológica no desenvolvimento neuropsicomotor de crianças: qualidade do ambiente, envolvimento parental e de professores
(Universidade Federal do Pará, 2020-06-30) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; https://orcid.org/0000-0003-3154-0651
The first school year is considered an important ecological transition in childhood, because changes in the environment, role or both are expected, which stimulates changes in the child's neuropsychomotor development. Therefore, investigations about this transition become increasingly necessary and current, particularly when considering the possible influence in this process of variables such as the quality of the school environment, the socioeconomic level of the family, parental and teacher involvement. This research has a descriptive-correlational character, with a quantitative approach to the data and a transversal and longitudinal design. It aimed to demonstrate whether and how the neuropsychomotor development of children in the first year of school life occurs and how it is influenced by the quality of the school environment, the socioeconomic level of their families, the involvement of parents and teachers in the researched context, understanding this process as an ecological transition. In a specific way, the neuropsychomotor development of the children surveyed was longitudinally related to their family socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in the first and last months of school; the neuropsychomotor development of the children surveyed was related to the socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in different schools, in the last months of class; and, at the end, the researched variables were correlated, longitudinally and transversely. 168 people participated, being 80 children, from two to five years old, enrolled in different schools, public (1) and private (2), and their respective parents and / or family guardian (80) and teachers (8) linked to the classes from Maternal, Jardim I, and Jardim II, in Belém / PA. The research took place in the internal facilities of the schools selected for data collection, according to the convenience of the children, parents and / or family guardian and teachers. With the children, the Child Biopsychosocial Characterization Questionnaire - QCBC, the Denver II Development Screening Test - TTDDII was applied. While with the parents and / or family guardian, the Parental Involvement Questionnaire was applied in the Secondary School Version for Parents, in addition to the Brazil Economic Classification Criterion and the Family Development Index - IDF. Among teachers, the Teacher Involvement Questionnaire - Version for teachers was used. An instrument was also used to assess the quality of the school environment - the Child Education Environment Assessment Scale (ECERS- Revised). Data collection took place in the first and last months of the year 2016. A statistical analysis of the data was performed. The main results of the longitudinal study showed that there was progress in the DNPM over time, considering the first and last months of school. There was a statistically significant association between the DNPM domains in the first and last months of class and the variables surveyed, such as children's favorite games, parental involvement, teacher involvement and quality of the school environment, with the exception of the family socioeconomic level, assessed Brazil Economic Classification Criterion. As far as cross-sectional study is concerned, most children who were considered to have normal development studied in a public school. With regard to public and private schools, three DNPM domains showed a statistically significant association with the following variables: age, family socioeconomic level, parental involvement, teacher involvement and quality of the school environment. Regarding the correlational study, among the main results, in the first and last months of class, the strongest correlations to 1 (positive)involved the variables teacher involvement - going to the board meetings, was correlated with the statement to do activities that help in student learning; quality of the school environment - item 2 furniture for routine care, games and learning, had a greater number of strong correlations; and the family's socioeconomic level, assessed by the Family Development Index (IDF) - family income per capita higher than the extreme poverty line, had a correlation with family income per capita higher than the poverty line. The variable parental involvement also had strong correlations, in the first and last months, with regard to Talking to the child about what is going on at school. It was found that the greatest correlation for the variable Parental Involvement was 0.83 (positive), in the last few months - I have the habit of checking if my son did the homework, which was correlated with the statement I Convert with my son about what's going on at school. Correlations to -1 (negative) in the last months of class stand out, to the variable involvement of teachers - I have a habit of looking for information with the class director, it showed a correlation with I try to participate in solving school problems (eg giving ideas to solve problems of indiscipline and / or violence). It was possible to demonstrate that the neuropsychomotor development of children in the first year of school life can be influenced by the quality of the school environment, by the socioeconomic level of their family, by parental and teacher involvement, in some aspects, depending on personal, contextual variables, time, understanding this process as an ecological transition, insofar as it presupposes the insertion in an ecological environment with new activities, relationships and roles. As the research discussed the results obtained from the perspective of this concept, it offers theoretical and methodological contributions to the understanding of this important transition inscribed in childhood, but which has implications for the child's future life, making it necessary to think about ways of supporting the subjects involved in this developmental process.
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Rotina de crianças e adolescentes em instituições de acolhimento: uma abordagem bioecológica
(Universidade Federal do Pará, 2017-07-30) HEUMANN, Sabine; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Acesso aberto (Open Access)
Transição ecológica: crianças no início da vida escolar e as mudanças de ambiente, atividades, relações e papeis
(Universidade Federal do Pará, 2013-08-26) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Throughout life the individual undergoes changes in its way of thinking, doing and feeling, usually resulting from transitions experienced in childhood and the changes that underlie the exchange of roles and changing ecological environment. In this sense, it is understood that the concept of ecological transition having been made in the scope of a theory of human development applies to studies like this intends to investigate the perception that children have their insertion and adaptation to school as an ecological context which differs from the family environment. This research aimed to study the process of ecological transition that involves the connection between family and school microsystems from the point of view of children and their caregivers, by investigating the changes of environment, activities, roles and relationships that mark the beginning of school life. The specific aims were to investigate how children experience and perceive the processes of ecological transition characterized by their inclusion and participation in daily life in two different microsystems, but related - family and school, to identify factors that facilitate and hinder the process of adjusting to school and that mark the experience of this form of ecological transition from the point of view of children and their families and teachers; describe ecological transition processes experienced by children in the first year of their school life, identifying possible similarities and differences in their perception on grounds of age. 53 people participated in the survey, with forty-six children enrolled in the Children's House School St Agnes (ECCSI), four parents and/or guardian and three teachers. Besides the family environment (here considered as the place of residence) and school (internal dependencies school, especially the kids bedrooms , the staff room and classrooms), children (especially in the study of multiple cases) were observed in their path way to school and on their return home. Parents were interviewed in the staff room, as well as the male child dorm. Have teachers were interviewed in classrooms Garden I, and the staff room. Among the main results, it was found that, every day, during the journeys of going to school and back to the house the children demonstrated both feelings of bem-estar/alegria (involving the mother and other family members in daily routines , relationships started in the environment school) as mal-estar/tristeza (complaints of pain and other symptoms of illness, violence). With regard to the factors that facilitate and hinder the process of adjusting to school that were organized around the four cores of the bioecological model was observed to be the most frequent categories: person (living comfortable and positive emotions, and bodily manifestations physiological) changes, and process (positive attitude toward school and learning). Comparing the three selected cases, it was noticed that each of the children lived in a particular way the adaptation process at the beginning of school life, it is important to note how much resisted changes resulting from their stay in a new environment and their activities, relationships and roles. This study may be useful to expand knowledge about this and other ecological transitions experienced in childhood, especially the adaptation of the child at the beginning of school life.