Preschool teachers display a flexible pattern of pedagogical actions in promoting healthy habits in children

The school represents the optimal setting for promoting the physical, emotional, and social health of children, especially during the first years of life. Understanding the pedagogical actions of teachers to address health education is an important first step in promoting healthy behaviors in children. We inhere analyzed the pedagogical action patterns in the preschool teaching of healthy habits from a holistic health perspective. We used photography as a strategy for data collection and applied a Chi-square automatic interaction detection (CHAID) classification tree, a data mining procedure, to generate a pattern model. We found that the school space and the learning playfulness strategies for the development of executive functions, classified according to the exercise, symbolic, assembly, rules (ESAR) model, were the main factors that influence the pedagogical actions fostering healthy habits. By contrast, the school and the pedagogical resources of the classroom are factors with a much smaller impact on working with healthy habits. This pedagogical action pattern is flexible, since teachers conduct a multiplicity of pedagogical actions through different strategies, in different school spaces, at any time. In conclusion, our results unmask the interdependent relationships between the different factors that determine the teacher’s actions at the preschool. It also contributes to the understanding of the teacher’s practices in fostering healthy habits in a healthy learning environment

The television’s cartoons as transmision´s resource of educative and cultural values

A través de esta comunicación se presenta una primera reflexión sobre los dibujos animados a partir de nuestra realidad actual y enmarcada en nuestra comunidad, analizando la evolución que han ido experimentando desde su primera implantación en la pantalla televisiva en los años setenta hasta nuestros días. Los dibujos animados representan un recurso fácil y accesible prácticamente para toda la población infantil, para transmitir una serie de valores culturales y educativos que, paralelamente, se representan también a través de otros medios de comunicación como los videojuegos, los cómics, los juegos por ordenador, las publicaciones infantiles y juveniles, por citar los más extendidos. Pero también se plantea una serie de cuestiones sobre la idoneidad de los dibujos animados como transmisores de nuestros valores culturales y educativos, para nuestros niños y adolescentes, así como para los niños y adolescentes procedentes de otras culturas y con una diversidad de orígenes geográficos. ¿Se pueden considerar los dibujos animados autóctonos como un recurso educativo adecuado para informar e implicar a los niños procedentes de otras culturas de las peculiaridades y características específicas de la nuestra?. ¿La introducción de series extranjeras puede ofrecerse como una estrategia didáctica para conocer y llegar a valorar otras culturas, con concepciones muy variadas a las nuestras?. ¿Una entrada continua de series japonesas o norteamericanas puede llegar a resquebrajar nuestros propios valores?. Estas y otras cuestiones se analizan a través de este apartado de carácter teórico. Para ilustrar estas reflexiones anteriores se ha realizado una pequeña investigación a partir de la programación actual en la comunidad autónoma catalana, centrándose en una serie de aspectos que consideramos nucleares para esta transmisión de valores: etnológicos (carácter informativo, carácter histórico...), didácticos (enseñanza, aprendizaje...), psicológicos (emotividad, atención...) y lingüísticos (vocabulario, expresiones propias...). Sin embargo se debe reconocer que muchos autores no están de acuerdo con esta propuesta de clasificación, e insisten en aspectos criticables y notablemente dudosos a nivel educativo como: clasismo, machismo, crueldad, irrealidad o amoralidad, entre otros. Y de una manera específica se insiste en los valores transmitidos a partir de lospersonajes que los protagonizan según su naturaleza (humana, animal, mineral, objeto mágico...), según sus características físicas (belleza, fortaleza, juventud...), según su aspecto moral (bondad, astucia...), su estado social y económico (riqueza material, poder eterno...) o la función que desarrollan (héroe, mandatario...). Dejando de lado la indiscutible importancia que posee el factor económico para la transmisión de series de dibujos animados, se observa una serie de aspectos que en algunas ocasiones reflejan la intencionalidad educativa y cultural de sus autores, y en otras distan mucho de este propósito e incluso se desentienden de élThe cartoons are an easy way to transmit educational and cultural values to children, as well as other media (comics, computer games, videogames, etc.). The actual reality and evolution of cartoons from the last thirty years is assessed. In this context, are they as useful as we expect to be good transmitters of our values? Are they autochthonous to show cultural differences? The massive invasion of American and Japanese cartoons could affect our own values?. In order to answer these questions, a short research based on the current programme schedule of the Autonomic Catalan television was performe

COEDU-IN Project: an inclusive co-educational project for teaching computational thinking and digital skills at early ages

Learning to program is the new literacy of the 21st century. Computational thinking, closely related to programming, requires thinking and solving problems with different levels of abstraction and is independent of hardware devices. The early childhood education stage provides teachers with the opportunity to lay the foundations for a comprehensive quality education using innovative tools and technologies. Educational robotics in early childhood education becomes a tool that facilitates the acquisition of knowledge to children, playfully, based on the principles of interactivity, social interrelationships, collaborative work, creativity, constructivist and constructionist learning, and a student-centered didactic approach, allowing in turn that student can acquire digital competencies and develop logical and computational thinking in an underlying way. This project explores the current state of teaching and learning computational thinking and programming in early childhood education in an inclusive manner. Moreover, the lack of diversity and inequality is particularly latent in science, Technology, Engineering, and Mathematics (STEM) fields. Therefore, this work considers this problem and presents an inclusive coeducation approach to this new literacy, eliminating gender stereotypes and extending them to people with Down syndrome and hospitalized minors

Physical activity among adults residing in 11 countries during the COVID-19 pandemic lockdown

During the novel coronavirus (COVID-19) pandemic, physical activity (PA) behaviors were altered worldwide due to public health measures such as "lockdown." This study described PA among adults residing in 11 countries during COVID-19 lockdown and examined factors associated with PA engagement. We conducted a cross-sectional anonymous survey among adults (≥18 years old) in 11 countries (Brazil, Bulgaria, China, India, Ireland, Malaysia, North Macedonia, Singapore, Spain, Turkey, United States). Of 11,775 participants, 63.7% were female and 52.8% were 18-34 years old. More than 40% of participants were insufficiently active (43.9%) and reported a decrease in their PA during lockdown (44.8%). Statistically significant differences were observed in (1) proportions of participants being insufficiently active, (2) level of PA, and (3) decrease in PA across the 11 countries. More stringent governmental policy responses were associated with greater likelihood of being insufficiently active during lockdown (adjusted odds ratio = 1.22, 95% confidence interval = 1.03, 1.45). Higher depression or anxiety scores were associated with greater likelihood of decreased level of PA during lockdown. We found substantial reductions in PA levels during COVID-19 lockdown across countries. Country-specific PA promotion interventions are needed during this and similar global emergencies

Physical Activity among Adults Residing in 11 Countries during the COVID-19 Pandemic Lockdown.

peer reviewedDuring the novel coronavirus (COVID-19) pandemic, physical activity (PA) behaviors were altered worldwide due to public health measures such as "lockdown." This study described PA among adults residing in 11 countries during COVID-19 lockdown and examined factors associated with PA engagement. We conducted a cross-sectional anonymous survey among adults (≥18 years old) in 11 countries (Brazil, Bulgaria, China, India, Ireland, Malaysia, North Macedonia, Singapore, Spain, Turkey, United States). Of 11,775 participants, 63.7% were female and 52.8% were 18-34 years old. More than 40% of participants were insufficiently active (43.9%) and reported a decrease in their PA during lockdown (44.8%). Statistically significant differences were observed in (1) proportions of participants being insufficiently active, (2) level of PA, and (3) decrease in PA across the 11 countries. More stringent governmental policy responses were associated with greater likelihood of being insufficiently active during lockdown (adjusted odds ratio = 1.22, 95% confidence interval = 1.03, 1.45). Higher depression or anxiety scores were associated with greater likelihood of decreased level of PA during lockdown.We found substantial reductions in PA levels during COVID-19 lockdown across countries. Country-specific PA promotion interventions are needed during this and similar global emergencies.3. Good health and well-bein

Factors of well-being of youth with complex medical conditions from the experience of hospitalization and convalescence: A pilot study.

Well-being in children with a complex medical condition (CMC) impacts the way they view and communicate with their immediate environment as well as their development, and it is thus necessary to inquire about the contextual issues and different needs that a CMC carries. This pilot study aimed to identify factors of pediatric well-being from the experience of hospitalization and convalescence of youth with CMC and their caregivers, in a cross-sectional analysis using a selective methodology complemented by an indirect observational methodology. We analyzed the quality of life and well-being of youth with CMC using a validated KINDLR questionnaire. We collected 35 surveys: 11 from youth with CMC and 24 from caregivers from Spain. We focused the analysis on sociodemographics, well-being perceptions, and coping strategies variables. The results show that children aged between 3 and 6 years and their caregivers scored physical well-being the lowest out of all dimensions of well-being, and they scored family well-being the highest. Moreover, youth between the ages of 7 and 17 years and their caregivers scored school-related well-being the lowest. Coping strategies to deal with stressful situations differ between children and caregivers. While children mainly engage in social withdrawal, caregivers engage in cognitive restructuring and expressing emotions. However, we did not find a relationship between coping strategies and well-being perceptions. These results highlight the need to facilitate communication spaces with both families and health professionals where the voice of children is considered

Unidades de aprendizaje intererasignaturas para desarrollar la competencia aprender a aprender. Una experiencia de formación del profesorado en la doble titulación de los Grados de Educación Infantil y Educación Primaria de la Universitat de Barcelona

The present communication deals with the interdisciplinary Learning Units as strategies of the teaching-learning process, designed to encourage the learning to learn competence. This strategy is based on the collaborative work between the involved subjects (Psychology of Education and Childhood, Health and Education) with the subject Practicum, configuring a teaching team to design, apply and follow the learning of this competence. At the same time, the study is part of a broader project, of institutional characteristics, focused on the improvement and innovation of the initial training for the teachers of the double degree Childhood and Primary Education at ‘University of Barcelona’.La presente comunicación expone las Unidades de Aprendizaje interdisciplinares como estrategias del proceso de enseñanza-aprendizaje diseñadas para el fomento de la competencia aprender a aprender. Esta estrategia está basada en el trabajo colaborativo entre las asignaturas implicadas (Psicología de la Educación e Infancia, Salud y Educación) con la asignatura Prácticum, configurando un equipo docente de diseño, aplicación y seguimiento del aprendizaje de dicha competencia. A su vez, el estudio forma parte de un proyecto más amplio, de espíritu institucional, dirigido a la mejora e innovación en la formación inicial de maestros de la doble titulación infantil y primaria de la ‘Universitat de Barcelona’

Psychological Health and Physical Activity Levels during the COVID-19 Pandemic: A Systematic Review

The coronavirus disease (COVID-19) pandemic has been devastating in all senses, particularly psychologically. Physical activity (PA) is known to aid psychological well-being, and it is worth investigating whether PA has been a coping strategy during this pandemic. The objective of this literature review is to analyze the extent to which engaging in PA during the COVID-19 pandemic impacts psychological health in the adult population. The literature was searched in all databases from the EBSCOhost Research Database—MEDLINE, APA PsycArticles, between others—published between 1 January 2019 and 15 July 2020. From 180 articles found, 15 were eligible. The reviewed articles showed an association between mental health distress—e.g., stress, anxiety, depressive symptoms, social isolation, psychological distress—and PA. This research concludes that the COVID-19 pandemic and the lockdown measures caused psychological distress. Those studies that analyzed PA showed that, during quarantine, adults increased their sedentary time and reduced their PA levels, showing controversial psychological outcomes. This review discusses whether PA is an effective strategy to face the COVID-19 pandemic psychological effects contributing to a further putative increase in the prevalence of psychiatric disorders.Arts, Faculty ofNon UBCPsychology, Department ofReviewedFacult

Robótica educativa en contextos inclusivos: el caso de las aulas hospitalarias

Los derechos fundamentales de los menores hospitalizados incluyen la necesidad de ofrecer la atención educativa incluyendo los aspectos emocionales durante la situación de enfermedad y convalecencia. La garantía de estos derechos desde una mirada en pedagogía hospitalaria acompañado de profesionales formados, facilita las buenas prácticas. Actualmente la enseñanza del pensamiento computacional y la programación constituyen una nueva alfabetización que debe ser llevada a todas las aulas, incluidas las aulas hospitalarias. Alfabetización que debería incluir el aprendizaje de la regulación emocional. En este trabajo se presenta un estudio de caso sobre una intervención educativa inclusiva y adaptable a las características de las aulas hospitalarias para la enseñanza del pensamiento computacional de forma transversal y la programación sin pantallas y con robots, teniendo como uno de los elementos importante de desarrollo de la competencia emocional. Los resultados indican que la intervención mejora el estado emocional de los menores, así como sus conocimientos respecto al pensamiento computacional.The fundamental rights of hospitalized minors include the need to offer educational care, including emotional aspects during the illness and convalescence situation. The guarantee of these rights from a perspective of hospital pedagogy accompanied by professionals specialized, facilitates good practices. Currently the teaching of computational thinking and programming constitutes a new literacy that must be carried to all classrooms, including hospital classrooms. Literacy should include learning about emotional regulation. This paper presents a case study on an educational intervention that is inclusive and adaptable to the characteristics of hospital classrooms for the teaching of computational thinking in a transversal way and programming without screens and robots, having as one of the important elements of the development of emotional competence. The results indicate that the intervention improves the emotional state of the children, as well as their knowledge regarding computational thinking

Psicothema

Resumen tomado de la publicaciónAntecedentes: los estudios anteriores demuestran la importancia que tiene la familia biológica en el bienestar de los adolescentes acogidos. Ahora bien, la mayoría de estos estudios se han realizado tomando como informantes a profesionales, acogedores o padres biológicos y han dejado de lado la perspectiva de los adolescentes. Así pues, conocemos poco sobre cómo es percibido este tema por los propios adolescentes y cuáles son las necesidades que expresan al respecto. Método: la investigación recoge información de 57 adolescentes en situación de acogimiento familiar en familia extensa en España (AFE). La metodología del estudio es cualitativa, se utiliza la técnica del focus grup para recoger información y el programa Atlas.ti para el análisis de datos. Los datos cualitativos nos permiten profundizar en la visión de los adolescentes acogidos en torno al tema de la familia biológica. Resultados: los resultados nos indican necesidades particulares en torno a: a) la comunicación de la historia familiar, b) las visitas y la relación con su familia biológica, y c) la relación entre familia biológica y acogedora. Conclusiones: estos hallazgos sugieren implicaciones para la práctica que pasan por articular programas de apoyo específicos dirigidos a este colectivo.Universidad de Oviedo. Biblioteca de Psicología; Plaza Feijoo, s/n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126; [email protected]