MATERNAL EDUCATIONAL PRACTICES DURING THE FIRST YEAR OF LIFE

Introduction: The strategies used by parents in education and childcare play a major role in the child’s development and health. Objective: To describe and analyse the maternal educational practices during the first year of life. Method: A total of 250 mothers of infants between 1-12 months participated in the study. The data was collected using the Parental Styles Inventory for Mothers of Babies (IEPMB). Results: Mothers used the positive parenting practice: Monitoring Positive. However negative practices were also present in the repertoire of the participants, especially Relaxed Discipline. Conclusion: The negative practices were not common in the behavioural repertoire of the mothers, so this phase is an appropriate stage to promote preventative interventions aimed at improving the mother-infant relationship, and therefore impacting health prevention, health promotion and child development

Práticas parentais de mães adultas e adolescentes com bebês de um a doze meses

As práticas parentais possuem uma função primordial no desenvolvimento infantil e uma estreita relação com os seus repertórios comportamentais. O presente estudo objetivou analisar práticas de mães de bebês adultas e adolescentes, comparando-as com a idade dos bebês. Participaram 111 mães de bebês de um a doze meses de idade, sendo 59 adultas e 52 adolescentes. As participantes responderam a um inventário de estilos e práticas parentais. Considerando a idade dos bebês, foram encontradas diferenças significativas em relação a algumas práticas. Ao comparar as mães, adultas e adolescentes, não foram encontradas diferenças significativas. Este trabalho mostra a importância de se conhecerem as práticas parentais de mães de bebês, para fornecer subsídios na elaboração de programas de intervenções

Measuring early childhood development in Brazil: validation of the Caregiver Reported Early Development Instruments (CREDI)

The present study aims to analyze the psychometric properties and general validity of the Caregiver Reported Early Development Instruments (CREDI) short form for the population-level assessment of early childhood development for Brazilian children under age 3.; The study analyzed the acceptability, test-retest reliability, internal consistency and discriminant validity of the CREDI short-form tool. The study also analyzed the concurrent validity of the CREDI with a direct observational measure (Inter-American Development Bank's Regional Project on Child Development Indicators; PRIDI). The full sample includes 1,265 Brazilian caregivers of children from 0 to 35 months (678 of which comprising an in-person sample and 587 an online sample).; Results from qualitative interviews suggest overall high rates of acceptability. Most of the items showed adequate test-retest reliability, with an average agreement of 84%. Cronbach's alpha suggested adequate internal consistency/inter-item reliability (α>0.80) for the CREDI within each of the six age groups (0-5, 6-11, 12-17, 18-23, 24-29 and 30-35 months of age). Multivariate analyses of construct validity showed that a significant proportion of the variance in CREDI scores could be explained by child gender and family characteristics, most importantly caregiver-reported cognitive stimulation in the home (p<0.0001). Regarding concurrent validity, scores on the CREDI were significantly correlated with overall PRIDI scores within the in-person sample at r=0.46 (p<0.001).; The results suggested that the CREDI short form is a valid, reliable, and acceptable measure of early childhood development for children under the age of 3 years in Brazil

Abordagens pedagógicas e sua relação com as teorias de aprendizagem

The teaching practice requires the knowledge of how individuals learn, how the learning originates and develops and becomes as meaningful learning experience. The objective of this paper is to present the theoretical conceptions of the learning process of individuals and their relationship to pedagogical approaches adopted in the models of undergraduate courses. In this sense, the pedagogical models were grouped in a synthesized form, in models that are distinguished by being centered on the teacher; on the student; in the know; on medium of communication or technique; the social context and interaction. Were presented some of the principal aspects discussed in the Psychology Human Development, influencing teaching trends, as Innate, the Environmentalist / Behaviorist, and Interactionist. Discusses the need of educational practices be substantiate conceptually.A prática docente demanda o conhecimento de como o indivíduo aprende, como se origina e se desenvolve o aprendizado e como se transforma em experiência significativa de aprendizagem. O objetivo deste artigo é apresentar as concepções teóricas sobre o processo de aprendizagem dos indivíduos e sua relação com as abordagens pedagógicas adotadas nos modelos de cursos de graduação. Nesse sentido, os modelos pedagógicos foram agrupados de forma sintetizada, em modelos que se distinguem por estarem centrados no professor; no estudante; no saber; no meio de comunicação ou na técnica; no contexto social e na interação. Foram apresentadas algumas das principais vertentes discutidas na área da Psicologia do Desenvolvimento Humano, que influenciaram as tendências pedagógicas, como a Inatista, a Ambientalista/Behaviorista, e as Interacionistas. Discute a necessidade das práticas educativas serem conceitualmente fundamentadas

COVID-19 and mental health of pregnant women in Ceará, Brazil

OBJECTIVE To assess the perceptions of pregnant women about COVID-19 and the prevalence of common mental disorders during the implemented social distancing period. METHODS This was an observational, cross-sectional study using digital media, of pregnant women exposed to social distancing due to the COVID-19 pandemic, in Fortaleza, Ceará, Northeastern Brazil. Common mental disorders were estimated using the modified Self-Report Questionnaire-20 (SRQ-20) scale, and the feelings towards COVID-19 were assessed using the Fear of COVID-19 scale through telephone calls made in May 2020. COX multivariate regression models were used to verify the associations. RESULTS Of the 1,041 pregnant women, 45.7% (95%CI: 42.7–48.8) had common mental disorders (CMD). All items of the Fear of COVID-19 Scale showed a significant association with the prevalence of CMD (p &lt; 0.001). A CMD risk gradient was observed, going from a prevalence ratio of 1.52 (95%CI: 1.13–2.04) in pregnant women with two positive items to 2.70 (95%CI: 2.08–3.51) for those with four positive items. Early gestational age and the lack of prenatal care were also associated with CMD. CONCLUSIONS The prevalence of common mental disorders in pregnant women was high during the period of social distancing and was aggravated by negative feelings towards COVID-19

Práticas parentais de mães de bebês: a influência de variáveis maternas e do bebê

As práticas parentais possuem uma função primordial no desenvolvimento das crianças e uma estreita relação com os seus repertórios comportamentais. O presente estudo pretendeu descrever, comparar e correlacionar as práticas parentais de mães de bebês de até 12 meses de idade, com as variáveis: idade e a escolaridade da materna, sexo e a idade dos bebê. O estudo foi realizado com 250 mães de bebês de 0 a 12 meses. Foi aplicado o Inventário de Estilos Parentais para Mães de Bebês (IEPMB) (adaptado de Gomide, 2006). A coleta de dados foi realizada no Centro de Psicologia Aplicada, da UNESP, campus de Bauru. Os resultados revelaram que as mães utilizam-se com frequencia da prática parental positiva Monitoria Positiva, no entanto as práticas negativas, também são presentes no repertório das participantes, principalmente a prática Disciplina Relaxada. Com a maioria das práticas negativas ainda não são frequentes no repertório comportamental das mães, esta fase seria portanto, um ótimo momento para a realização de intervenções preventivas. Ao comparar as práticas de acordo com o sexo do bebê, foi verificada diferença significativa para a prática Monitoria Positiva, mais utilizada pelas mães de meninas. Esse resultado demonstra, que diferenças nas práticas parentais relacionadas ao sexo da criança, podem ser observadas desde as primeiras relações que as mães estabelecem com os seus bebês. Analisando a idade do bebê verificou-se diferença significativa entre mães de bebês mais novos e mães de bebês mais velhos para a prática Monitoria Positiva, Punição Inconsciente e na somatória das práticas negativas, que são mais utilizadas mães de bebês de sete a 12 meses de idade. Quando os bebês são mais velhos as mães utilizam-se mais das práticas parentais positivas, e por outro lado passam a utilizar mais...Parenting practices have a major role in the development of children and a close relationship with their behavioral repertories. The presente study aimed to describe , compare and correlate the parenting practices of babies' mothers, with the variables of maternal age and education, age and sex of the baby. A total of 250 mothers of babies 0-12 months participated of the study. The data were collected by the Parental Styles Inventory for Mothers of Babies (IEPMB) (adapted from Gomide, 2006), at the Center for Applied Psychology, UNESP, Bauru Campus. The results revealed that mothers use the positive parental practice Monitoring Positive, however the negative practices, are also present in the repertorie of the participants, especially the practice Discipline Relaxed. The negative practices are not common in the behavioral repertorie of the mothers, so this phase is an appropriate stage to promote preventice interventions. By comparing the practices according to the sex of the baby, there was a significant difference to the practice Positive Monitoring, most often used by mothers of girls. This result demonstrates that differences in parenting practices related to the sex of the child, can be observed from the first relationships that mothers have with their babies. Looking at the age of the baby there was a significant difference between mothers of younger babies and mothers of older babies to the practices Monitoring Positive, Punishment Inconsistent and in the sum of the negative practices, that are used more by mothers of babies aged seven to 12 months. When babies are older mothers use more positive parenting practices, and more negative parenting practices. There were significant differences between adolescent and adult mothers in the practice Monitoring Positive that is mostly used by adult mothers. Significant... (Complete abstract click electronic access below)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

Universal violence and child maltreatment prevention programs for parents: A systematic review

The present study aimed to review recent literature on universal violence and child maltreatment prevention programs for parents. The following databases were used: Web of Science, PsycINFO, PsycARTICLES, PubMed, LILACS, and SciELO. The keywords included the following: (Parenting Program or Parent Training or Parent Intervention) and (Maltreatment or Violence or Violence Prevention). For inclusion in this review, the programs had to be structured, working in groups of parents aiming to improve parenting practices. Twenty-three studies were included, and 16 different types of parenting programs were identified. Ninety-one percent of the studies were conducted in developed countries. All the programs focused on the prevention of violence and maltreatment by promoting positive parenting practices. Only seven studies were randomized controlled trials. All studies that evaluated parenting strategies (n = 18), reported after the interventions. The programs also effectively improved child behavior in 90% of the studies that assessed this outcome. In conclusion, parenting educational programs appear to be an important strategy for the universal prevention of violence and maltreatment against children. Future studies should assess the applicability and effectiveness of parenting programs for the prevention of violence against children in developing countries. Further randomized control trials are also required

SELEÇÃO DE PARCEIROS:Diferenças entre gêneros em diferentes contextos

A seleção do parceiro é um dos passos mais importantes de um relacionamento amoroso. De acordo com o modelo de investimento parental, as mulheres são mais seletivas do que os homens ao escolher um companheiro, na medida em que há um elevado investimento nos filhos. A situação de paquera foi investigada em dois ambientes (faculdade e festa), tendo como objetivos avaliar a seletividade entre gêneros em cada contexto e verificar as diferenças de um mesmo sexo em relação aos dois ambientes. Participaram da pesquisa 100 estudantes universitários (metade de cada sexo) de diferentes cursos. A todos os participantes foi aplicado um questionário para cada ambiente de paquera com 18 características, as quais foram pontuadas de acordo com o grau de importância num possível parceiro: (0) nenhuma, (1) pouca, (2) média e (3) muita. Foram encontradas diferenças significativas entre os gêneros para algumas características, assim como diferenças significativas em relação ao local. Os resultados demonstram que, de uma forma geral, as mulheres são mais seletivas do que os homens e que ambos os sexos são mais seletivos na faculdade em comparação com a festa. Os resultados permitem uma associação do ambiente festa com relacionamentos de curto prazo com menor comprometimento, como ficar, e da faculdade com relações de longo prazo, caracterizadas como relacionamentos estáveis