Conhecimento de mães e auxiliares de desenvolvimento infantil referente ao desenvolvimento de linguagem de crianças de zero a vinte e quatro meses de idade
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Data
2001
Autores
Cardoso, Regina Maria [UNIFESP]
Orientadores
Puccini, Rosana Fiorini [UNIFESP]
Tipo
Dissertação de mestrado
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Objetivo: Verificar o conhecimento de maes e Auxiliares de Desenvolvimento Infantil referente ao desenvolvimento da linguagem de criancas de zero a vinte e quatro meses de idade e sua relacao com o nivel de escolaridade dessas cuidadoras. Metodos: Estudo transversal analitico, realizado com uma amostra nao probabilistica de 250 cuidadoras, divididas em cinco grupos, sendo 200 maes, residentes, em sua maioria, no municipio de Embu, e 50 Auxiliares de Desenvolvimento Infantil que atuavam em Creches Publicas do mesmo municipio. A coleta de dados foi feita por meio de um protocolo, contendo informacoes sobre as caracteristicas sociodemograficas das cuidadoras, e de um questionario baseado no Teste de Triagem de Desenvolvimento de Denver II, com treze questoes fechadas sobre marcos do desenvolvimento da linguagem de zero a vinte e quatro meses. Ambos foram aplicados sob forma de entrevista. Resultados: A media de acertos em todos os grupos de maes e Auxiliares de Desenvolvimento Infantil foi de 11,6 questoes. Nos grupos de maes, a frequencia de acertos aumentou conforme o nivel de escolaridade em apenas quatro questoes. Os resultados obtidos no grupo de Auxiliares de Desenvolvimento Infantil ficaram aquem do esperado, quando comparados aos das maes de mesma escolaridade. Conclusoes: As maes, segundo o nivel de escolaridade, e as Auxiliares de Desenvolvimento Infantil apresentaram diferencas pouco relevantes em sua capacidade de observar a emergencia de marcos significativos do desenvolvimento da inguagem em criancas de zero a vinte e quatro meses
Objective: To verify the knowledge of mothersand nursery school assistants concerning the language development of children from the age of zero to twenty four months and its relation with the educational background of these care-takers. Methods: Analytical transverse study performed with a non-probability sample of 250 care-takers, divided into five groups, of which 200 were resident mothers of Embu borough and 50 were nursery school assistants of public Day-Care Centers of the same borough. The data collection was made through a protocol which contained information on the social-demographic characteristics of the care-takers and a questionnaire based on the Denver Developmental Screening Test ll, containing thirteen true-false questions on markers of language development from zero to twenty four months. Both were applied through interviews. Results: The average of right answers in all the mother and nursery school assistant groups was 11.6 questions. In the mother groups, the frequency of right answers was increased according to the educational background by only four questions. The results obtained from the nursery school assistant group was below the expectation, when compared to the mother groups of same educational background. Conclusions: Mothers, according to their educational background, and nursery school assistants showed no highly significant differences in their capability to observe the emergence of meaningful markers of the language development of children from the age of zero to twenty four months old.
Objective: To verify the knowledge of mothersand nursery school assistants concerning the language development of children from the age of zero to twenty four months and its relation with the educational background of these care-takers. Methods: Analytical transverse study performed with a non-probability sample of 250 care-takers, divided into five groups, of which 200 were resident mothers of Embu borough and 50 were nursery school assistants of public Day-Care Centers of the same borough. The data collection was made through a protocol which contained information on the social-demographic characteristics of the care-takers and a questionnaire based on the Denver Developmental Screening Test ll, containing thirteen true-false questions on markers of language development from zero to twenty four months. Both were applied through interviews. Results: The average of right answers in all the mother and nursery school assistant groups was 11.6 questions. In the mother groups, the frequency of right answers was increased according to the educational background by only four questions. The results obtained from the nursery school assistant group was below the expectation, when compared to the mother groups of same educational background. Conclusions: Mothers, according to their educational background, and nursery school assistants showed no highly significant differences in their capability to observe the emergence of meaningful markers of the language development of children from the age of zero to twenty four months old.
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Citação
Cardoso, Regina Maria. Conhecimento de mães e auxiliares de desenvolvimento infantil referente ao desenvolvimento de linguagem de crianças de zero a vinte e quatro meses de idade. 2001. 58 f. Dissertação (Mestrado) - Escola Paulista de Medicina, Universidade Federal de São Paulo. São Paulo, 2001.