Enteropathogenic Viruses and Bacteria

This is a revealing and definitive study of the role of enteropathogenic viruses and bacteria in summer diarrhea in infancy and childhood. Seventy-five per cent of the 153 patients studied during the summers of 1955-56 were under 1 year of age. It was possible to associate one of the enteropathogenic viruses or bacteria, or both, in 80% of 97 cases studied in 1956. The large variety of organisms isolated and the serologic tests indicate that summer diarrheal disease in very young children is not an entity but rather a consequence of infections with a large variety of organisms, capable of producing diarrhea and vomiting as clinical manifestations. Enteropathogenic bacteria were incriminated in 22%, viruses in 44% and double infection in 15%.

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Physical activity and parents of very young children: The role of beliefs and social‐cognitive factors

British Journal of Health Psychology ◽

10.1111/bjhp.12316 ◽

2018 ◽

Vol 23 (4) ◽

pp. 782-803 ◽

Cited By ~ 1

Author(s):

Eloise Cowie ◽

Katherine White ◽

Kyra Hamilton

Keyword(s):

Physical Activity ◽

Young Children ◽

Social Cognitive ◽

Cognitive Factors ◽

Very Young Children

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The Development of Causal Reasoning

10.1093/oxfordhb/9780199399550.013.40 ◽

2017 ◽

Author(s):

Paul Muentener ◽

Elizabeth Bonawitz

Keyword(s):

Young Children ◽

Causal Reasoning ◽

Causal Structure ◽

Statistical Evidence ◽

Causal Learning ◽

Causal Relationships ◽

Older Children ◽

Very Young Children ◽

The World

Research on the development of causal reasoning has broadly focused on accomplishing two goals: understanding the origins of causal reasoning, and examining how causal reasoning changes with development. This chapter reviews evidence and theory that aim to fulfill both of these objectives. In the first section, it focuses on the research that explores the possible precedents for recognizing causal events in the world, reviewing evidence for three distinct mechanisms in early causal reasoning: physical launching events, agents and their actions, and covariation information. The second portion of the chapter examines the question of how older children learn about specific causal relationships. It focuses on the role of patterns of statistical evidence in guiding learning about causal structure, suggesting that even very young children leverage strong inductive biases with patterns of data to inform their inferences about causal events, and discussing ways in which children’s spontaneous play supports causal learning.

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Coparenting across the Deployment Cycle: Observations from Military Families with Young Children

Journal of Family Issues ◽

10.1177/0192513x19894366 ◽

2019 ◽

Vol 41 (9) ◽

pp. 1447-1469

Author(s):

Ellen R. DeVoe ◽

Abigail M. Ross ◽

Renee Spencer ◽

Alison Drew ◽

Michelle Acker ◽

...

Keyword(s):

Young Children ◽

Well Being ◽

Service Member ◽

Home Front ◽

Family Roles ◽

Very Young Children ◽

Deployment Cycle ◽

Child Relationship ◽

Wartime Deployment

Contemporary service members and their partners have adapted their coparenting to respond to the specific transitions and disruptions associated with wartime deployment cycles and evolving child development. This qualitative study draws upon interviews with service member and home front parents of very young children to characterize their coparenting experiences throughout the deployment cycle. Parents described varied approaches as they considered their children’s developmental capacities, the fluidity of demands throughout deployment, and the service member’s well-being during reintegration. A common theme was the key role of home front parents in facilitating the service member–child relationship through communication and maintaining the presence of the deployed parent in the child’s everyday life. Reintegration challenges included redistribution of coparenting roles, the pacing of the service member into family roles, and concerns related to the returning parent’s distress. Study findings highlight areas of coparenting throughout the deployment cycle that can be supported though prevention and intervention efforts.

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GESTÃO EDUCACIONAL E A FORMAÇÃO DOCENTE NA CONSTRUÇÃO DA IDENTIDADE DOS PROFESSORES DE BEBÊS E DAS CRIANÇAS BEM PEQUENAS

Professare ◽

10.33362/professare.v9i1.2447 ◽

2021 ◽

Vol 9 (1) ◽

pp. 59-91

Author(s):

Alini Imhof Dantas ◽

Eliane Kormann ◽

Joel Haroldo Baade

Keyword(s):

Teacher Training ◽

Young Children ◽

Action Plan ◽

School Management ◽

Theory And Practice ◽

Educational Work ◽

Very Young Children ◽

Group Mobilization ◽

Education Network

A atuação da gestão escolar requer a constante aprendizagem e um olhar empático voltado à coletividade. Este artigo apresenta uma discussão teórico-prática a partir do Estágio Supervisionado IV, tendo como objeto de pesquisa a gestão educacional. O objetivo do estudo foi refletir sobre o papel da Gestão Escolar na elaboração de uma proposta educativa democrática e participativa que promova e viabilize oportunidades para a formação docente continuada. A realização deste trabalho contou com um estudo teórico à luz dos estudiosos Darling-Hammond e Bransford (2019); Imbernón (2012) e Nóvoa (2019) que abordam a formação de professores; Lück (1997, 2009, 2014) e Libâneo (2012, 2015) que discutem a gestão escolar; Gonzalez-Mena e Eyer (2014) que debatem sobre um currículo de educação e cuidados baseado em relações qualificadas. A opção metodológica para subsidiar essa pesquisa se constitui numa abordagem qualitativa tomando a pesquisa-ação como perspectiva da investigação e transformação da realidade. Para tal, foi apresentado um plano de ação destinado às educadoras da Rede Municipal de Ensino de Brusque que atuam com bebês e crianças bem pequenas. As estratégias de formação utilizadas promoveram algumas ações, como: a interlocução entre teoria e prática por meio do estudo do tema “Apego”; registro escrito no diário de bordo; partilha das considerações no grupo de estudos; mobilização de reflexões sobre o papel da gestão na construção da identidade pessoal do professor; qualificação na relação com a especificidade do trabalho educativo do professor de bebês e crianças bem pequenas; compreensão da gestão sobre a proposta de formação permanente. Palavras-chave: Gestão Escolar. Formação de Professores. Bebês. Crianças bem pequenas. ABSTRACT The performance of school management requires constant learning and an empathic look towards the community. This article presents a theoretical-practical discussion based on Supervised Internship IV, with educational management as the object of research. The objective of the study was to reflect on the role of the School Manager in the elaboration of a democratic and participative educational proposal that promotes and enables opportunities for continuing teacher education. The realization of this work included a theoretical study in the light of the scholars Darling-Hammond and Bransford (2019); Imbernón (2012) and Nóvoa (2019) that address teacher training; Lück (1997, 2009, 2014) and Libâneo (2012, 2015) who discuss school management; Gonzalez-Mena and Eyer (2014) who debate about an education and care curriculum based on qualified relationships. The methodological option to support this research is a qualitative approach taking action research as a perspective of investigation and transformation of reality. To this end, an action plan was presented to educators from the Municipal Education Network of Brusque who work with babies and very young children. The training strategies used promoted some actions, such as: the dialogue between theory and practice through the study of the theme “Attachment”; record written in the logbook; sharing of considerations in the study group; mobilization of reflections on the role of management in the construction of the teacher's personal identity; qualification in relation to the specificity of the educational work of the teacher of babies and very young children; management's understanding of the proposal for ongoing formation. Keywords: School management. Teacher training. Babies. Very small children

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Siblings and Salvation

10.1093/oso/9780198823384.003.0007 ◽

2018 ◽

Author(s):

Bernard Capp

Keyword(s):

Young Children ◽

Similar Pattern ◽

Sibling Relationships ◽

Protestant Reformation ◽

Essential Dimension ◽

Older Children ◽

Very Young Children ◽

Practical Support

The Protestant Reformation often created divisions within families as well as in the nation at large, making religion an essential dimension of sibling relationships in this period. The chapter opens with the role of older children in the religious upbringing of younger siblings, especially in puritan and Nonconformist families where even very young children sometimes imbibed the spiritual zeal of their parents. Devout adults often felt it their duty to awaken or convert more worldly siblings. The chapter then examines the role of siblings in the survival of the persecuted Catholic community, whether in reclaiming lost sheep, sheltering missionary priests, or dabbling in conspiracy. A similar pattern among persecuted Nonconformists in the Restoration period was reflected in emotional and practical support and solidarity. The chapter ends with a contrasting phenomenon: the ability of blood ties to outweigh denominational differences within families.

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