A influência do contexto familiar no desenvolvimento motor em bebês de 6 a 24 meses frequentadores de creche
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2018-11-20
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A Educação Infantil contempla o ápice da plasticidade cerebral sendo a fase inicial para a aquisição, desenvolvimento e aprimoramento das habilidades motoras globais e finas. O desenvolvimento motor é dependente de diversos fatores que influenciam seu fluxo como as características socioeconômicas, culturais e ambientais (fenótipos) em comunhão com as características individuais (genótipo). Os estímulos essenciais para o desenvolvimento social, cognitivo e motor se estabelecem inicialmente no microssistema família onde se caracteriza a base positiva para um desenvolvimento motor crescente. O conceito de Affordance exemplifica a criação de oportunidades e estímulos que potencializam ações em indivíduos contribuindo para a formação do repertório motor da criança. O objetivo desse estudo foi verificar a influência do contexto familiar no desenvolvimento motor em bebês de 6 a 24 meses frequentadores de creche. A amostra total foi constituída por 61 bebês divididos em dois grupos: Grupo 1 foi composto por 31 bebês (13,35 ± 4,10) de 6 a 18 meses e o grupo 2 por 30 bebês (21,50 ± 1,88) de 18 a 24 meses frequentadores de creches privadas na região da tijuca localizada na zona norte do Rio de Janeiro. Os instrumentos avaliativos utilizados foram: o questionário Affordances in the Home Environment for Motor Development (AHEMD–IS/AHEMD) para verificar as características do contexto doméstico dos bebês e a Escala de Desenvolvimento de Zero a Dois Anos (Adaptação de Vitor da Fonseca, 1979) para o desenvolvimento motor. O grupo 1 apresentou o AHEMD-IS total de 70,74 (± 18,88) para uma classificação global média. Os resultados indicaram como déficit o espaço físico e superávit os brinquedos. O grupo 2 apresentou o AHEMD total de 12,47 (± 2,14) para uma classificação global média. Os resultados apresentaram déficit para os materiais de motricidade grossa e fina e superávit para o espaço interior. Somente no grupo 2 encontrou-se diferença significativa entre os gêneros. Os resultados da Escala motora evidenciaram melhor resultado na área da locomoção (L) e menores resultados nas áreas de audição e linguagem falada (ALF) respectivamente 1,62 (± 0,81) e 1,16 (± 0,61). Somente no grupo 2 houve diferença significativa entre os gêneros para L(p=.006) e maturação socioemocional (MSE) (p=.045). Através do teste de correlação de Pearson, foram escolhidas variáveis estatisticamente significativas para geração de modelos de regressão. Nos modelos gerados para o grupo 1, verificamos que: a quantidade de crianças residentes explica 23,0% da viso-motricidade; idade e quantidade de adultos residentes são significativos sobre o desenvolvimento da maturação socioemocional; escolaridade da mãe é significativa para a audição e linguagem falada. Para o grupo 2: tipo de habitação e o gênero são significativos sobre a locomoção, além disso gênero é significativo sobre a maturação socioemocional e audição e linguagem falada. Os resultados da investigação sobre a relação entre o desempenho motor dos bebês e as oportunidades de estimulação no lar permitem concluir que as affordances estão impactando os processos de desenvolvimento motor dos bebês de 6 a 24 meses.
Preschool education covers the apex of brain plasticity and the initial phase for the acquisition, development and improvement of global and fine motor skills. Additionally, several factors such as the socioeconomic, cultural and environmental characteristics (phenotypes), along with the individual characteristics (genotype), play a major role in motor development. The child's family's micro system is expected to provide the initial stimuli for a positive growing motor development in accordance with the concept of Affordance, which exemplifies the creation of opportunities and stimuli contributing to the formation of the child's motor repertoire by maximizing individuals' actions around the child. Therefore, this study aims at identifying and describing the characteristics of the child and the family, the physical space, daily activities and the types of toys in the home as well as the motor development of babies. The total sample consisted of 61 infants divided into two groups: Group 1 consisted of 31 babies (13.35 ± 4.10) aged between 6 and 18 months old and group 2 of 30 babies (21.50 ± 1.88) between 18 and 24 months old who went to private day care centers in the neighborhood of Tijuca, located in the north area of the city of Rio de Janeiro. Evaluation instruments used were the Affordances in the Home Environment for Motor Development (AHEMD-IS / AHEMD) questionnaire to survey the characteristics of the subjects' domestic context; and the Zero to Two Years Development Assessment Scale (Adaptation Vitor da Fonseca, 1979) to assess motor development. Group 1 showed the total AHEMD-IS 70.74 (± 18.88) for an overall average rating. The results indicate deficit in physical space whereas there is a surplus of toys. Group 2 presented the total AHEMD 12.47 (± 2.14) for an overall average rating. The results showed a deficit in material of gross and fine motor skills and surplus material of interior space. Significant difference between genders can be found only in group 2. The results of the motor Scale showed better results in the area of mobility and lower results in the listening and spoken language areas, 1.62 (± 0.81) and 1.16 (± 0.61), respectively. Only in group 2 there has been no significant difference between genders for locomotion (L) (p = .006) and socioemotional maturation (MSE) (p = .045). Through the Pearson correlation test, statistically significant variables to generate regression models were chosen. In the models generated for group 1, we verified that: the number of resident children explains 23.0% of the viso-motor; age and number of adult residents are significant on the development of socioemotional maturation; The mother's schooling is significant for hearing and spoken language. For group 2: type of housing and gender are significant about locomotion; genus is significant on socialemotional maturation and hearing and spoken language. This study findings on the relationship between the motor performance of infants and opportunities of stimulation in the home enable us to conclude that affordances do have an impact on the motor development process of babies aged from 6 to 24 months.
Preschool education covers the apex of brain plasticity and the initial phase for the acquisition, development and improvement of global and fine motor skills. Additionally, several factors such as the socioeconomic, cultural and environmental characteristics (phenotypes), along with the individual characteristics (genotype), play a major role in motor development. The child's family's micro system is expected to provide the initial stimuli for a positive growing motor development in accordance with the concept of Affordance, which exemplifies the creation of opportunities and stimuli contributing to the formation of the child's motor repertoire by maximizing individuals' actions around the child. Therefore, this study aims at identifying and describing the characteristics of the child and the family, the physical space, daily activities and the types of toys in the home as well as the motor development of babies. The total sample consisted of 61 infants divided into two groups: Group 1 consisted of 31 babies (13.35 ± 4.10) aged between 6 and 18 months old and group 2 of 30 babies (21.50 ± 1.88) between 18 and 24 months old who went to private day care centers in the neighborhood of Tijuca, located in the north area of the city of Rio de Janeiro. Evaluation instruments used were the Affordances in the Home Environment for Motor Development (AHEMD-IS / AHEMD) questionnaire to survey the characteristics of the subjects' domestic context; and the Zero to Two Years Development Assessment Scale (Adaptation Vitor da Fonseca, 1979) to assess motor development. Group 1 showed the total AHEMD-IS 70.74 (± 18.88) for an overall average rating. The results indicate deficit in physical space whereas there is a surplus of toys. Group 2 presented the total AHEMD 12.47 (± 2.14) for an overall average rating. The results showed a deficit in material of gross and fine motor skills and surplus material of interior space. Significant difference between genders can be found only in group 2. The results of the motor Scale showed better results in the area of mobility and lower results in the listening and spoken language areas, 1.62 (± 0.81) and 1.16 (± 0.61), respectively. Only in group 2 there has been no significant difference between genders for locomotion (L) (p = .006) and socioemotional maturation (MSE) (p = .045). Through the Pearson correlation test, statistically significant variables to generate regression models were chosen. In the models generated for group 1, we verified that: the number of resident children explains 23.0% of the viso-motor; age and number of adult residents are significant on the development of socioemotional maturation; The mother's schooling is significant for hearing and spoken language. For group 2: type of housing and gender are significant about locomotion; genus is significant on socialemotional maturation and hearing and spoken language. This study findings on the relationship between the motor performance of infants and opportunities of stimulation in the home enable us to conclude that affordances do have an impact on the motor development process of babies aged from 6 to 24 months.
Descrição
Dissertação de Mestrado Educação Física, Especialização em Desenvolvimento da Criança
apresentada à Universidade de Trás-os-Montes e Alto Douro
Palavras-chave
bébé , genótipo , fenótipo , família , desenvolvimento motor e Affordances