Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.21/8510
Título: Sono em crianças pré-escolares: perceções de pais e educadores
Autor: Coimbra, Eduarda Marisa Falcão e Silva
Orientador: Santos, Margarida
Lino. Dalila
Palavras-chave: Sono
Pre-school education
Data de Defesa: 17-Abr-2018
Resumo: O sono é um dos pilares do desenvolvimento infantil O sono é um dos pilares do desenvolvimento infantil (Touchette et al.2007), as investigações mais recentes associam o sono saudável com qualidade de vida.
Abstract Sleep is one of the pillars of child development (Touchette et al. 2007), recent investigations associate healthy sleep with quality of life (Magee Robinson & Keane, 2017; Staton et al., 2015), showing inversely that sleep with insufficient duration and / or poor quality has negative effects on the various areas of emotional, social and cognitive development, affecting children and families (Owens, 2011, Petit & Montplaisir, 2010; The transition to kindergarten is a life event that challenges children's ability, and the functionality of families, to regulate and maintain good sleep health (Zhang, Li, Fok, & Asa, 2010) once that during this period of life dramatic changes occur in the typical sleep of the child, simultaneously with enormous transformations in the physical, linguistic, cognitive and social development and that profoundly alter both the activities in the waking state and the regulation of sleep (France, 2004). However, the literature review carried out within the scope of the present study found a small number of investigations centered on the perceptions of both the family and the Childhood Educators on sleep and the nap period in the Preschool context. The present study aimed to identify and compare the beliefs of parents, mothers and childhood educators of different educational structures - Ipss, private and public - in relation to sleep, sleep quality and strategies to facilitate sleep in children, and to identify their perceptions about the nap period in a pre-school context. To access the participants' beliefs, a Focal Group methodology was used, with a qualitative thematic analysis of the data. Twenty-five parents, 25 mothers and 29 children's educators from the district of Lisbon participated in this study. The results of this study suggest that children sleep the number of hours suggested by the literature, however they are inconsistent with the concerns of mothers and childhood educators who suggest that sleep time is insufficient to suppress their needs, labor and social issues may be leading to this situation (Thoman, 2005). The data obtained reveal that a significant percentage of families deal with children's sleep difficulties, whether in the sleep phase or when nocturnal awakenings are performed using similar strategies - parental sharing - is often used. Sleep disturbances in the child were commonly associated with altered or decreased performance in kindergarten and reduced effective parental care. Regarding the nap period, in a pre-school context, usually seen as necessary but flexible, there are some inconsistencies, mainly in the responses suggested by the educators of childhood, since it varies according to the logistic and space conditions where they develop.
Descrição: Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ciências da Educação - Especialidade em intervenção precoce
Peer review: yes
URI: http://hdl.handle.net/10400.21/8510
Designação: Intervenção Precoce
Aparece nas colecções:ESELx - Dissertações de Mestrado

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DISSERTAÇÃO Sono em crianças com idade pre escolar (FINAL).pdf1,87 MBAdobe PDFVer/Abrir

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