Health surveillance and development of children with congenital Zika Virus syndrome: an integrative literature review

ABSTRACT Objective: To identify scientific knowledge about the attention to health surveillance and development of Brazilian children under the age of three years involving the Congenital Zika virus (ZIKV) Syndrome. Data sources: This is an integrative literature review of primary studies with Brazilian children under three years of age from 2015 to 2019. The searches were carried out in the databases Latin American and Caribbean Literature in Health Sciences (LILACS), US National Library of Medicine (PubMed), Cumulative Index to Nursing and Allied Health Literature (CINAHL), SCOPUS and Web of Science. It was carried out by crossing the keywords in English (child, child development and Zika virus) and in Portuguese (criança, desenvolvimento infantil e Zika vírus), with the combination of the Boolean operator “AND”. Data synthesis: The knowledge produced is related to the specific health and development problems of children affected by the Congenital ZIKV Syndrome, with clinical characteristics, care demands, multiprofessional performance, health monitoring and surveillance needs. Conclusions: This integrative review synthesized scientific knowledge by adding aspects that reinforce the relevance of appropriate approaches to assess and care for children, linked to the engagement of caregivers, the need to document, evaluate and track the situations of children in early childhood and long-term, management coordination of care and its challenges in the context of primary health care.

Problematising Young Male Victims in Twenty-First Century English Child Sexual Exploitation Policy: a Critical Discourse Analysis

Since 2000, English child sexual exploitation (CSE) policy has expanded, both in its understanding and response, to the increasing recognition and scale of the problem. Since 2011, with the move from statutory guidance to a government action plan, there was, for the first time, a substantial increase in CSE responses across English local authorities. Within English CSE policy, male victims are often referenced as a minority population in the ‘dance’ between gender-neutral and gender-specific guidance. For an observable eight-year period, specific CSE guidance was issued on ‘Boys and Young Men’ between 2009 and 2017. Using a qualitative case study methodology with 18 professionals in England, a critical discourse analysis, inspired by Foucauldian and liminality theories, was undertaken to understand the ‘ethics’ within professional perceptions of male victims in contemporary CSE policy. The key findings highlight an incongruity of existing CSE vocabulary with male victims due to overtly gynocentric connotations. This article identifies how male victims have been perceived in the ‘shadows’ of their female peers, perhaps, as a policy ‘afterthought’, with consequential professional practice. Essentially, male victims have been implicated through this gendered conceptualisation and are assembled awkwardly on the surface of mainstream CSE discourse in England.

Gender Assignment Strategies Among Simultaneous Spanish/English Bilingual Children from Miami, Florida

We examined gender assignment patterns in the speech of Spanish/English bilingual children, paying particular attention to the influence of three gender assignment strategies (i.e., analogical gender, masculine default gender, phonological gender) that have been proposed to constrain the gender assignment process in Spanish/English bilingual speech. Our analysis was based on monolingual Spanish nominals (n = 1774), which served as a comparative baseline, and Spanish/English mixed nominal constructions (n = 220) extracted from oral narratives produced by 40 child bilinguals of different grade levels (second graders vs. fifth graders) and instructional programs (English immersion vs. two-way bilingual) from Miami Dade, Florida. The narratives, available in the CHILDES database (MacWhinney, Brian. 2000. The CHILDES project: Tools for analyzing talk, 3rd edn. Mahwah, NJ: Lawrence Erlbaum Associates), were collected by Pearson, Barbara Z. 2002. Narrative competence among monolingual and bilingual school children in Miami. In D. Kimbrough Oller & Rebecca E. Eilers (eds.), Language and literacy in bilingual children, 135–174. Clevedon, UK: Multilingual Matters. Results revealed that in Spanish nominal constructions, children across both instructional programs and grade levels evinced native-like acquisition of grammatical gender. In mixed nominals, children overwhelmingly assigned the masculine gender to English nouns. Notably, irrespective of schooling background, simultaneous Spanish/English bilingual children used the masculine default gender strategy when assigning gender to English nouns with feminine translation equivalents. This suggests that from age seven, simultaneous Spanish/English child bilingual acquisition of grammatical gender is characterized by a predisposition towards the employment of the masculine default gender strategy in bilingual speech.

ENGLISH: Child Labour and Education Perspective of International Law, Pakistani Law and Islamic Law (A Comparative Jurisprudential Approach)

Education, of course, is allied with the child labour; where the increase of one is the decrease of other. Both, education and protection from child labour, are the basic rights of all children without any sort of discrimination. Contemporary literature shows drastic increase in child labour all over the world. All this is even in the presence of international conventions regarding child rights, specifically, the UNCRC 1989 – a legal document globally ratified. Owing to this fact, the international law, related to children rights, faces threat in this regard. Islamic Law, on the other hand, too, provides a comprehensive legal mechanism and structure for children rights. Comparatively to other legal spectrum, Islamic law is more effective in term of its jurisprudential approach to children rights. Pakistan, being an Islamic country, remained under the administrative control of the Great Britain and, therefore, follow a plural law – a mixture of Islamic and conventional law. This study, thus, probes the International Law, Islamic Law and Pakistani Law in connection to child education and child labour. Finding shows, with solid evidences, that Islamic law offers a comprehensive mechanism for children rights – protecting these both at strategic and operational levels. Content analysis technique, being an important research tool of qualitative method, has been followed for the investigation of the issue.

A Crosslinguistic Study of Child Code-Switching within the Noun Phrase: A Usage-Based Perspective

This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children’s speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children’s article-noun phrases. We demonstrate that children’s CS cannot be fully explained by structural equivalence in each two languages: there is CS in French-Russian although French does, and Russian does not, use articles. We also demonstrate that language pairs which use higher numbers of articles types, and therefore have more segmented article-noun phrases, are also more open to switching. Lastly, we show that longitudinal use of monolingual articles-noun phrases corresponds with the trends in the use of bilingual article-noun phrases. The German-English child only starts to mix English articles once they become more established in monolingual combinations while the French-Russian child ceases to mix French proto-articles with Russian nouns once target articles enter frequent use. These findings are discussed in the context of other studies which report code-switching across different language pairs.

The strength of phonological cues for noun categorization in child-directed speech

One of the most important tasks for language learning children is the identification of the grammatical category to which words belong. This is essential in order to be able to form grammatically correct utterances. The present study investigates how phonological information might help English-learning infants in the categorization of nouns. We analyze four different corpora of English child-directed speech in order to explore the reliability with which words are represented in mothers’ speech based on several phonological criteria. The results of the analysis confirm the prediction that most of the nouns to which English-learning children are exposed share several phonological characteristics, which would allow their early classification in the same grammatical category.

Seeking Gender Difference in Code-Switching by Investigating Mandarin-English Child Bilingual in Singapore

As a behavior of bilingual individuals and an indispensable part of bilingual speech, code-switching has been investigated by many researchers. However, there are many variables influencing code-switching, and each variable has the potential to be a confounding variable. Among these variables is the gender; however, whether there are significant gender differences and what are the gender differences in code-switching remains unknown for Mandarin Mandarin-English child bilinguals, as previous literature diverse on the existence of gender differences. Therefore, this paper seeks potential code-switching and distribution of code-switching by quantitative analysis of speech data in Singapore Bilingual Corpus. The results indicate that gender differences are significant in the amount of intra code-switching. However, neither considerable gender difference is observed in the amount of inter nor the code-switching related environment.

The shame and shaming of parents in the child protection process: findings from a case study of an English child protection service

Given that research identifies parental experiences of shame and humiliation in the child protection process, this article reports on a qualitative study that investigated how and why parents experienced such emotions within the English system. This is the first study to investigate such experiences by using participant observation, which enabled the collection of data of real-time emotional experiences and practices. These experiences are analysed within the context of wider reforms of the English child protection system, and identify not only the structural and systemic reasons that embed parental experiences of shame into the process, but also the societal processes that support practitioners to shame, and even humiliate, parents. These processes are detailed and the shaming of parents illustrated. Rather than such experiences being seen as outcomes of poor practice, social workers can be considered to be doing a good job at the same time as shaming a parent.