scholarly journals El Covid-19 y la escuela en casa

Author(s):  
Rosa Gabriela Leal-Reyes ◽  
Verónica Yudith Navarro-Leal ◽  
María De Lourdes Cruz-Aguilar ◽  
Mónica Acosta-Montes De Oca

The human being faces a global threat, COVID 19, for which, until today, there is no vaccine, which has forced people who work in nonessential activities to seclude themselves in a confinement at their home. School authorities implemented The School at Home Program, which brought unprecedented situations and problems to solve.

2012 ◽  
Vol 37 (2) ◽  
pp. 27-33 ◽  
Author(s):  
Tracey Muir

THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.


2018 ◽  
Vol 30 (11) ◽  
pp. 1697-1706 ◽  
Author(s):  
Meredith Gresham ◽  
Megan Heffernan ◽  
Henry Brodaty

ABSTRACTBackground:Caring for persons with dementia is stressful for family caregivers. Caregiver training programs and respite care can reduce this stress and help maintain persons with dementia living longer in the community. We evaluated a program that combines caregiver training with a residential respite stay.Methods:In total, 90 dyads of persons with dementia and their caregivers, in groups of 3–6 dyads, volunteered to participate in a five-day residential training program and were followed-up 6 and 12 months later. The primary outcome was caregiver depression; secondary outcomes were measures of caregiver burden, unmet needs, person with dementia behavioral symptoms, and the quality of life and function.Results:Caregiver depression and burden were unchanged, despite decreasing function in persons with dementia. Caregivers’ unmet needs and behavioral symptoms in persons with dementia decreased significantly. Compared to a group of persons with dementia admitted for routine residential respite care, there was a marked reduction in permanent placement over 12 months.Conclusions:The Going to Stay at Home Program is a feasible and practicable model with benefits for caregivers and persons with dementia. It may lead to delay in institutionalization and may be applicable to other chronic conditions.


2018 ◽  
Vol 198 (1) ◽  
pp. P1-P2
Author(s):  
Anne S. Mainardi ◽  
Carrie A. Redlich

2014 ◽  
Vol 31 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Carmelo Calluen ◽  
Thomas Oakland

Current scholarship generally characterizes temperament as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. An understanding of children's temperament preferences aids our understanding of the origins of behaviors as well as normal attitudes children display at home, school, and elsewhere. The purpose of this paper is to provide an introduction to children's temperament along with a desire that this information serve to stimulate further research and applications in Brazil. The concept of temperament has evolved from a classic (Hippocrates and Galen) to a modern (Jung and Myers and Briggs) perspective. Two theoretical orientations (Thomas and Chess as well as Oakland and colleagues) provide somewhat popular methods to explain temperament constructs displayed by children and youth. This paper focuses on Oakland and colleagues' approach to temperament in children ages 8-17 in terms of the eight basic styles that are grouped into four bipolar traits: extroverted or introverted, practical or imaginative, thinking or feeling, and organized or flexible styles. Descriptions of the temperament styles and their corresponding behavioral characteristics in children are included. Findings from cross-national research on children's temperaments also are discussed.


Author(s):  
Gassim H. Dohal

One of the principles of the Islamic faith is belief in destiny; “that Allah has power over all things and that Allah surrounds all things in (His) knowledge” (Al-Hilali 768). A human being does not have knowledge of his/her predestination, and thus acts in accordance with a choice and/or a desire from within him. Yet some people in the Saudi Arabian society blame destiny for their idleness as if fate were their problem. They should not attribute their laziness to destiny because Islam requires people to work, and their fate is unknown to them before it takes place. This story portrays how luck or fate can play an important role in the life of some people. The protagonist goes to the café to spend time and drink some coffee. There he gets acquainted with his rich uncle, who had left the village. While introducing the story setting, the author uses such words as “routine,” “mechanical,” “dull,” “gloom,” “boring,” etc.— words that reflect the protagonist’s state of mind, and how he envisions his life; it is a difficult and miserable life. Though he apparently goes to the café for a change of pace from the dull atmosphere at home, boredom follows him everywhere. Yousef is “alone to face the hardships of life....”; even in the café, he is alienated. So he wishes to marry, because a wife, as a partner, would support him, at least emotionally; but he questions “how can *I+ afford marriage expenses?” in a society where marriage requires wealth. He is no different from other main characters in this collection who are struggling to earn a living. Like Hassan, the protagonist of “Before the Station,” Yousef in this story assumes his late father’s responsibilities; he should “make a living for his mother and his two littlem brothers....3 ” The Saudi Arabian society expects the elder son to take care of the family if something bad happens to the father and, at the same time; it rarely provides any support for such families. Hence, Yousef should “become a sailor” who will face the “tyrannical cruelty” of the sea that delivered the deathblow to his father. He has no idea that his life will end up with such a struggle. It is Um-Kalthoom, a famous Arabian singer, whose songs give him momentum to struggle for survival. To him, she creates “an immortal melody” about pain and suffering—“a pleasant song chanted by sad people” like him. And as long as she manages to mold pain into “a pleasant song” between her lips, he has a chance to create a good life for his family out of the hardships he is facing through his daily struggle. Indeed, “a new dawn in *Yousef’s+ life” emerges after a lengthy night, and his fall changes into spring. While he is sitting in the café, a coincidence takes place: an old, rich man appears, looking for his nephew who, in the end, turns out to be Yousef himself. As is the case in “A Point of Change,” the author depicts in this story difficulties of living, and how chance or fate, as people there call it, may change one’s life.


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