Perspectivas actuais sobre aprendizagem na infância

Lilian Katz, Ph.D, desenvolve, neste artigo, uma reflexão sobre as suas preocupações em relação à abordagem de projecto e a uma escolarização precoce de crianças em idade pré-escolar, bem como os seus efeitos a longo prazo. É neste pressuposto que a autora salienta os “princípios de ensino, de desenvolvimento e de aprendizagem” enquadrados em quatro objectivos de aprendizagem: conhecimentos, capacidades, predisposições e sentimentos. São explorados aspectos que preocupam o dia-a-dia dos educadores de infância, no que se refere à adequação dos conteúdos a crianças em idade pré-escolar. Dá particular ênfase à capacidade investigativa da criança e à obrigação que cada educador deve sentir em explorar essa capacidade. A autora, para além de abordar as questões do ponto de vista das crianças, partilha uma série de experiências da sua vida e relata vivências de outras instituições.In this article, Lilian Katz, PhD, reflects upon her concerns in relation both to the boarding of projects and to the early schooling of children at a pre-school age and its effects at a later stage. In this sense, the author highlights the “principles of teaching, development and learning”, fitting four learning aims: knowledge, skills, predispositions and feelings. Some aspects related to the daily life of childhood educators are also explored, namely: the adequacy of the contents to children at a pre-school age. This article emphasizes the importance of the investigation skill of the child and the fact that each educator must feel compelled to explore it. Besides approaching these questions from the perspective of children, the author shares a series of experience from her life, telling experiences which she lived in other institutions

Considerações prévias: distinctions between academic and intellectual goals for young children

Lilian Katz refere-se à crescente tendência nos Estados Unidos de introduzir objetivos de caráter “académico” nos programas destinados a crianças pequenas, em alternativa a programas centrados simplesmente no jogo espontâneo. Katz propõe uma terceira alternativa que desenvolva as competências de caráter intelectual nas crianças, de modo a estimular o desenvolvimento das suas mentes e as suas sensibilidades morais e estéticas. Katz propõe a introdução do trabalho de projeto com crianças desde os primeiros anos.Abstract: Lilian Katz refers to the present tendency in the United States of introducing “academic” goals in programs for young children, as an alternative to programs centered on spontaneous play. Katz suggests a third alternative which is to develop intellectual competencies in young children with a special emphasis on the development of their minds, including their moral and aesthetic sensibilities. Katz suggests that project work may help children from their early years to develop these kinds of competenciesRésumé: Lilian Katz se réfère à la tendance croissante aux Etats-Unis d’introduire des objectifs de caractère « académique » dans les programmes destinés aux jeunes enfants, en alternative à des programmes centrés simplement sur le jeu spontané. Katz propose une troisième alternative qui développe chez les enfants, les compétences de caractère intellectuel de façon à stimuler le développement de leurs pensées et de leurs sensibilités morales et esthétiques. Katz propose l’introduction du travail de projet avec des enfants dès les premières années

Results From the Global Rheumatology Alliance Registry

Funding Information: We acknowledge financial support from the ACR and EULAR. The ACR and EULAR were not involved in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication. Publisher Copyright: © 2022 The Authors. ACR Open Rheumatology published by Wiley Periodicals LLC on behalf of American College of Rheumatology.Objective: Some patients with rheumatic diseases might be at higher risk for coronavirus disease 2019 (COVID-19) acute respiratory distress syndrome (ARDS). We aimed to develop a prediction model for COVID-19 ARDS in this population and to create a simple risk score calculator for use in clinical settings. Methods: Data were derived from the COVID-19 Global Rheumatology Alliance Registry from March 24, 2020, to May 12, 2021. Seven machine learning classifiers were trained on ARDS outcomes using 83 variables obtained at COVID-19 diagnosis. Predictive performance was assessed in a US test set and was validated in patients from four countries with independent registries using area under the curve (AUC), accuracy, sensitivity, and specificity. A simple risk score calculator was developed using a regression model incorporating the most influential predictors from the best performing classifier. Results: The study included 8633 patients from 74 countries, of whom 523 (6%) had ARDS. Gradient boosting had the highest mean AUC (0.78; 95% confidence interval [CI]: 0.67-0.88) and was considered the top performing classifier. Ten predictors were identified as key risk factors and were included in a regression model. The regression model that predicted ARDS with 71% (95% CI: 61%-83%) sensitivity in the test set, and with sensitivities ranging from 61% to 80% in countries with independent registries, was used to develop the risk score calculator. Conclusion: We were able to predict ARDS with good sensitivity using information readily available at COVID-19 diagnosis. The proposed risk score calculator has the potential to guide risk stratification for treatments, such as monoclonal antibodies, that have potential to reduce COVID-19 disease progression.publishersversionepub_ahead_of_prin

Induction of CD4+CD25+FOXP3+ Regulatory T Cells during Human Hookworm Infection Modulates Antigen-Mediated Lymphocyte Proliferation

Hookworm infection is considered one of the most important poverty-promoting neglected tropical diseases, infecting 576 to 740 million people worldwide, especially in the tropics and subtropics. These blood-feeding nematodes have a remarkable ability to downmodulate the host immune response, protecting themselves from elimination and minimizing severe host pathology. While several mechanisms may be involved in the immunomodulation by parasitic infection, experimental evidences have pointed toward the possible involvement of regulatory T cells (Tregs) in downregulating effector T-cell responses upon chronic infection. However, the role of Tregs cells in human hookworm infection is still poorly understood and has not been addressed yet. In the current study we observed an augmentation of circulating CD4+CD25+FOXP3+ regulatory T cells in hookworm-infected individuals compared with healthy non-infected donors. We have also demonstrated that infected individuals present higher levels of circulating Treg cells expressing CTLA-4, GITR, IL-10, TGF-β and IL-17. Moreover, we showed that hookworm crude antigen stimulation reduces the number of CD4+CD25+FOXP3+ T regulatory cells co-expressing IL-17 in infected individuals. Finally, PBMCs from infected individuals pulsed with excreted/secreted products or hookworm crude antigens presented an impaired cellular proliferation, which was partially augmented by the depletion of Treg cells. Our results suggest that Treg cells may play an important role in hookworm-induced immunosuppression, contributing to the longevity of hookworm survival in infected people

Distinction entre maternage et éducation

Dans cet essai, l’auteure propose certaines distinctions entre les rôles respectifs des mères et des éducateurs. Les différences entre maternage et éducation sont établies sous l’angle de sept dimensions : (1) la portée de la fonction; (2) l’intensité de l’affect; (3) l’attachement; (4) la rationalité; (5) la spontanéité; (6) la partialité; (7) la portée de la responsabilité. L’auteure insiste pour que l’objectif des programmes d’éducation des parents ne soit pas de supplanter mais de soutenir les objectifs poursuivis par ceux-ci, ainsi que leurs modèles de réponse à leurs enfants. La complémentarité entre le rôle des parents et le rôle des éducateurs devrait être reconnue.In this paper the author proposes certain distinctions between the respective roles of mothers and educators. Differences between mothering and education are described within seven dimensions: 1) role limits; 2) affective intensity; 3) attachment; 4) rationality; 5) spontaneity; 6) objectivity; 7) extent of responsibility. The author recommends the maintenance of the important objectives of educational programs for parents. The complementary nature of the role of parents and that of teachers should be recognized.En este ensayo, la autora propone ciertas distinciones entre los roles de las madres y de los educadores respectivamente. Se establecen las diferencias entre maternidad y educación a partir de las siete dimensiones siguientes: (1) el alcance de la función; (2) la intensidad del afecto; (3) el lazo de apego; (4) la racionalidad; (5) la espontaneidad; (6) la parcialidad; (7) el alcance de la responsabilidad. La autora insiste en que el objetivo de los programas de educación de los padres no consista en substituir, sino que en apoyar los objetivos que los padres se proponen, así como los modelos de respuestas de éstos hacia sus niños. El complemento que significa el rol de los padres y el rol de los educadores debería ser reconocido.In diesem Artikel schlägt die Autorin gewisse Unterscheidungen zwischen der Rolle der Mütter einerseits und der der Lehrkräfte anderseits vor. Die Unterschiede zwischen Bemuttern und Erziehen werden unter 7 (sieben) Aspekten durchgeführt: 1) die Tragweite der Aufgabe, 2) die Stärke des Affekts, 3) die Zuneigung, 4) die Rationalität, 5) die Spontaneität, 6) die Parteilichkeit und 7) die Tragweite der Verantwortung. Die Verfasserin legt Wert darauf, dass das Ziel der Erziehungsprogramme für die Eltern nicht darin bestehe, deren Erziehungsziele zu ersetzen, sondern sie zu stützen, ebenso wie die Antwortmodelle für ihre Kinder. Man sollte anerkennen, dass sich die Rolle der Eltern und die der Erzieher gegenseitig ergänzen