El espacio escolar es un elemento esencial en el proceso de enseñanza-aprendizaje de la primera infancia. El objetivo de este estudio, que parte de una investigación más amplia financiada por el ...Ministerio de Educación, Cultura y Deporte (CAS17/00125), es analizar las posibilidades pedagógicas y uso del espacio en una escuela infantil, obteniendo mayor comprensión de la conceptualización, configuración espacial y funcionalidad que realiza el equipo docente desde la perspectiva de ambientes de aprendizaje. Se realiza un estudio de caso en profundidad en una escuela infantil de Huelva (España). Las técnicas de recogida de datos empleadas son de corte cualitativo: entrevistas semiestructuradas, observaciones y análisis de documentos. Los resultados evidencian una concepción y uso tradicional del espacio basados en una pedagogía adultocéntrica. Sobresale el uso del espacio como contenedor de la actividad docente, detectándose una jerarquización de los escenarios liderada por el espacio-aula. Como conclusiones se destaca la necesidad de repensar el espacio desde la perspectiva de ambiente de aprendizaje, para destacar el carácter educativo y la importancia que todos los espacios escolares tienen a la hora de generar oportunidades educativas en favor de la infancia.
O objetivo central deste artigo é discutir sobre como garotos da educação infantil e pré-escola cocostroem suas masculinidades a partir de interações cotidianas nas escolas. Defendemos a relevância ...desta pesquisa, uma vez que será nestes espaços que meninos e meninas apre(e)ndem as possibilidades de serem masculinos e femininos. Para tal, realizamos pesquisa em duas escolas da periferia urbana de Duque de Caxias (RJ), com dados gerados por meio da observação participante e de entrevistas. Com o estudo, percebemos que, nestes níveis de escolarização, é possível reforçar as masculinidades normativas e, ao mesmo tempo, subverter as normas.Palavras-chave: Masculinidades. Educação Infantil. Cotidiano Escolar.
INTRODUCTIONDuring the epidemic of the Omicron variant of SARS-CoV-2, nosocomial transmissions from healthcare workers (HCWs) to patients occur frequently. The influence of COVID-19 on hospitalized ...patients from nursing schools affiliated with the hospitals is a concern but it had not been well studied.METHODSWe here describe COVID-19 outbreaks at the nursery school affiliated with an acute-care hospital, during the surges of the Omicron variants on the transmission of SARS-CoV-2 children as well as for the patients who were judged to be the close contacts of patients of COVID-19 by contact investigation by PCR testing.RESULTSA total of 36 children and five caregivers were diagnosed with COVID-19 during the study period. Of the 206 preschoolers who had close contact with the infected persons, only 16 became positive (7.6%). Secondary transmission from the 36 preschool children to the parents as HCWs occurred in 19 (61%) out of 31 parents. Three hospitalized patients were judged to have unsafe contact with the infected HCWs but this did not result in their infections, making a total of zero transmission from the nursery school to the hospital.CONCLUSIONSChildren at the nursery school are potential reservoirs for nosocomial transmissions at the affiliated hospital, but multiple practical measures might have prevented them to occur.
Intergenerational practice, where children and older adults come together for shared activities, has grown in popularity in many Western countries. However, research about intergenerational practice, ...particularly in the UK, is limited. This paper reports on the findings from an exploratory case study about a small intergenerational project between a maintained nursery school and a residential care home for older adults with dementia in the South-East of England. The methodology was informed by a narrative dialogic approach drawing on the work of Bakhtin. Data was collected using naturalistic observations of children’s weekly visits to the care home and qualitative interviews with nursery school practitioners. The analysis explores how meaningful interactions were created between the children, the older adults, and the nursery school practitioners. Our findings suggest that singing, unstructured moments, continuity, context (open spaces/flexible sessions), and objects contribute to meaningful interactions between young children and older adults. The ability to be flexible and “go with the moment” were identified as key skills for practitioners supporting children and older adults. We conclude that intergenerational projects afford benefits not just for children and older adults, but also for practitioners in the form of “emotional rewards”. The importance of re-establishing intergenerational practice is recognised, as well as the ways in which barriers created by social distancing might safely be addressed through the use of outdoor spaces and digital technologies.
The difficulty and anxiety of nursery staff in administering medication to children at nursery schools has been reported, and its reduction is desired. However, the attitudes of mothers in requesting ...medication and the factors related to a high frequency of requests are not clear. We conducted an online survey of 600 mothers from April to May 2019 regarding the administration of medication at nursery school, and 301 mothers who had previously made such requests were analyzed. The results showed that 100.0% and 76.4% of the mothers felt gratitude and were apologetic for requesting medicine administration, respectively. In total, 47.5% of mothers expected pharmacists to support nursery staff in administering medication. Mothers’ attitude of “I think the nursery staff should administer medication to my child more often” was significantly positively associated with a high frequency of the request in adjusted Model (adjusted odds ratio AOR 2.75, 95% confidence interval CI 1.36-5.55, p = 0.005), while “I think the parents should manage so that the children do not have to take medicine in the nursery school so often.” showed a negative association (AOR 0.33, 95% CI 0.17-0.66, p = 0.002). Factors related to the involvement of community pharmacists were not significant. It is suggested that a change in mothers’ attitudes could decrease the frequency of requests and consequently reduce the burden on nursery staff. Community pharmacists may support nursery staff to contribute to changing mothers’ attitudes through medication consultations at the pharmacy.
Globaliseeruvas ühiskonnas muutub järjest olulisemaks mitme keele õppimine juba koolieelses eas. Pakkumaks eesti ja vene emakeelega lastele võrdseid võimalusi teise keele omandamiseks, avati 2015. ...aasta sügisel Eestis esimesed kahesuunalise keelekümbluse rühmad. Artikli eesmärk on anda nelja esimese kahesuunalise keelekümbluse rühma laste vanemate kirjalikule küsitlusele tuginedes ülevaade lastevanemate ootustest, kogemustest ja hinnangutest programmi tulemuslikkusele lapsega kodus räägitavast keelest lähtuvalt. Kirjalikus küsitluses osales 54 lapsevanemat, kellest 31-l oli kodune keel eesti keel ning 23-l vene keel. Selgus, et kuigi erineva kodukeelega laste vanemate põhjendused, miks kahesuunalise keelekümbluse kasuks otsustati, olid erinevad, ollakse kodukeelest sõltumata enamasti väga rahul nii lapse arengu kui ka programmiga tervikuna. Samas toodi välja arenguvõimalusi mudeli rakendamisel, näiteks leiti, et rühmas võiks käia ühevanuselised lapsed.
Summary
Due to the global COVID-19 pandemic, covering the mouth region with a face mask became pervasive in many regions of the world, potentially impacting how people communicate with and around children. ...To explore the characteristics of this masked communication, we asked nursery school educators, who have been at the forefront of daily masked interaction with children, about their perception of daily communicative interactions while wearing a mask in an online survey. We collected data from French and Japanese nursery school educators to gain an understanding of commonalities and differences in communicative behavior with face masks given documented cultural differences in pre-pandemic mask wearing habits, face scanning patterns, and communicative behavior. Participants (177 French and 138 Japanese educators) reported a perceived change in their own communicative behavior while wearing a mask, with decreases in language quantity and increases in language quality and non-verbal cues. Comparable changes in their team members’ and children’s communicative behaviors were also reported. Moreover, our results suggest that these changes in educators’ communicative behaviors are linked to their attitudes toward mask wearing and their potential difficulty in communicating following its use. These findings shed light on the impact of pandemic-induced mask wearing on children’s daily communicative environment.
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