Browsing by Subject "Early childhood"

Now showing 1 - 6 of 6
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    Cultural contributors to negative emotionality: a multilevel analysis from the Joint Effort Toddler Temperament Consortium
    (SAGE Publications, 2021) Desmarais, Eric E.; French, Brian F.; Ahmetoglu, Emine; Acar, Ibrahim; González Salinas, Carmen; Kozlova, Elena; Slobodskaya, Helena; Benga, Oana; Majdandzic, Mirjana; Beijers, Roseriet; Weerth, Carolina de; Huitron, Blanca; Lee, Eun Gyoung; Han, Sae-Young; Park, Seong-Yeon; Giusti, Lorenzo; Montirosso, Rosario; Tuovinen, Soile; Heinonen, Kati; Raikkonen, Katri; Wang, Zhengyan; Lecannelier, Felipe; Martins Linhares, Maria Beatriz; Casalin, Sara; Putnam, Samuel P.; Gartstein, Maria A.; Psicología Evolutiva y de la Educación
    This study advances the cross-cultural temperament literature by comparing temperament ratings of toddlers from 14 nations. Multilevel modeling (MLM) procedures were utilized to regress negative emotionality (NE) and component subscales on Hofstede’s cultural value dimensions while controlling for age and gender. More individualistic values were associated with lower NE, and component discomfort, fear, motor activity, perceptual sensitivity, and soothability scales. The discomfort subscale was negatively associated with power distance and positively associated with masculine cultural values. Higher ratings of shyness were related to a more long-term cultural orientation. Results illustrate the feasibility of an MLM approach to cross-cultural research and provide a new perspective on the intersection of culture and temperament development. Limitations and future implications are discussed.
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    Designing prototype model to support language development of autistic learners in early childhood
    (Universidad de Murcia, Servicio de Publicaciones, 2017) Karahoca, Dilek; Karahoca, Adem; Özdemir, Nesrin; Karaosmanoglu, Banu
    Children with autism generally show difficulty in both communication and in language learning. In this study, interactive interfaces designed to help children with autism to meet them with digital education. Interfaces are utilizable and colorful, makes a huge contribution on educational applications from the early childhood period on. Linguistic explanation feature was integrated to the interfaces on mobile platform by help of a tale to allow children to learn objects and their functions. It will play an active role with the development of language for early childhood period learners. In the audible streaming of the tale, by foregrounding the objective presentation, the equivalent of the object images were matched with the voices. By using the voice and object matching which is known as the natural method in language teaching, the actualization of the expected behavior is supported by providing individual freedom of iteration. The availability of the platform is tested with expertized user group and the level of platform usability was detected with system usability scale (SUS). It shows that usability and practicality of the prototype model has good effectiveness, efficiency and satisfaction base on expert evaluation
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    Identificación de las necesidades de aprendizaje del estudiantado de Educación Infantil
    (Universidad de Murcia. Servicio de Publicaciones, 2023) Serey Araneda, Daniel; Samuel, Marjorie; Díaz Levicoy, Danilo
    El objetivo del estudio fue conocer el impacto de los componentes en los procesos de enseñanza y de aprendizaje de las estudiantes de las carreras de primera infancia en Chile. Para lograr este objetivo se siguió una metodología de tipo cuantitativa, no-experimental de corte transversal. La muestra estuvo constituida por 851 estudiantes de primer a quinto año de la carrera de Pedagogía en Educación Infantil (Educación Parvularia) de 14 universidades de Chile, a quienes se les aplicó un cuestionario construido ad-hoc, presentado adecuados índices de validez y confiabilidad. Los resultados demuestran que, a nivel de la dimensión del aprendizaje, un bajo porcentaje de estudiantes manifiestan que los docentes no conocen sus necesidades de aprendizaje, lo cual implica que se sienten desconectados de la metodología utilizada por los profesores. Los resultados obtenidos nos indican la necesidad de que las instituciones universitarias realicen mayores esfuerzos en lo referente a aprendizajes que incluyan vías sólidas de consolidación, donde se consolide no solo el trabajo tutorial para el alumnado, sino también para los profesionales implicados que implique un verdadero desarrollo de los aprendizajes.
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    Impact of the COVID-19 pandemic on the outcomes of a multifaceted program on antibiotic prescribing in primary care among children under three years of age
    (MDPI, 2026-01-19) Martín-Ayala, Gema; Alfayate-Miguélez, Santiago; Jiménez-Guillén, Casimiro; Alcaraz-Quiñonero, Manuel; Iofrío-De Arce, Antonio; Arnau Sánchez, José; Enfermería; Facultad de Enfermería
    Background/objective: Inappropriate antibiotic use in paediatric populations is a leading driver of antimicrobial resistance. In the Murcia Region, Spain, the Purapi program promotes the rational use of antibiotics among children under 3 years of age. This study aimed to analyse antibiotic use in this age group during the pandemic period (2020–2023) and to assess the impact of the COVID-19 pandemic on the effectiveness of a multifaceted program promoting appropriate antibiotic use. Methods: A retrospective, multicentre, population-based study was conducted in primary care using data from 2019 to 2024. Systemic antibiotic use (ATC J01 group) among children under three years was measured as defined daily doses per 1000 inhabitants per day (DHD). Differences across years and healthcare areas were assessed using analysis of variance (ANOVA) with Bonferroni correction. Results: Antibiotic consumption decreased by 49% in 2020 compared to 2019, coinciding with the implementation of national COVID-19 containment measures. From 2021 onward, agradualincrease wasobserved; however, by2024, levels remained 9%below pre-pandemic values. Penicillins account for 75% of prescriptions, mainly amoxicillin and amoxicillin–clavulanic acid. While variability across healthcare areas decreased during the pandemic, variability among primary care centres increased. Conclusions: The pandemic resulted in a temporary reduction in antibiotic use, followed by a partial rebound
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    Implementation of a Multifaceted Program to Improve the Rational Use of Antibiotics in Children under 3 Years of Age in Primary Care
    (MDPI, 2024-06-21) Alfayate Miguélez, Santiago; Martín Ayala, Gema; Jiménez Guillén, Casimiro; Alcaraz Quiñonero, Manuel; Herrero Delicado, Rafael; Arnau Sánchez, José; Enfermería; Facultades de la UMU::Facultad de Enfermería
    A multifaceted, participatory, open program based on a qualitative and quantitative approach was developed in the Region of Murcia (Spain) aimed to reduce antibiotic use in children under 3 years of age diagnosed with upper respiratory tract infections (acute otitis media, pharyngitis, and common cold). Antibiotic consumption was measured using the defined daily dose per 1000 inhabitants per day (DHD). Pre-intervention data showed a prevalence of antibiotic prescriptions in the primary care setting of 45.7% and a DHD of 19.05. In 2019, after the first year of implementation of the program, antibiotic consumption was 10.25 DHD with an overall decrease of 48% as compared with 2015. Although antibiotic consumption decreased in all health areas, there was a large variability in the magnitude of decreases across health areas (e.g., 12.97 vs. 4.77 DHD). The intervention program was effective in reducing the use of antibiotics in children under 3 years of age with common upper respiratory diseases, but reductions in antibiotic consumption were not consistent among all health areas involved.
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    ¿Niños y niñas sujetos de derecho? : el rol de la EDH en la educación infantil del sur de Chile
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Araya Pérez, Katherine; Ojeda Millahueque, Patricia; Espinosa Bayal, Maria de los Ángeles; Zuñiga González, Carmen Gloria; Sin departamento asociado
    La Educación en Derechos Humanos (EDH) fomenta una cultura de paz, tolerancia y respeto, valores imprescindibles en nuestras democracias actuales. Su enseñanza es clave en la infancia para promover la inclusión social, la participación, el empoderamiento y la libertad de agencia. Por estas razones, esta investigación busca analizar las percepciones de educadoras infantiles sobre la EDH y valorar cómo la integran con el currículo infantil. Para lograr este objetivo se realizó un análisis documental del currículo y un análisis temático de las entrevistas a cuatro educadoras del nivel educación infantil del sistema público de educación del sur de Chile. Todo ello desde un enfoque cualitativo y adoptando una perspectiva interpretativa. Los resultados obtenidos ponen de manifiesto que el currículo de educación infantil en Chile reconoce, de forma explícita a los niños y niñas como sujetos de derecho. Hecho que tiene un importante potencial para promover la Educación en Derechos Humanos desde estas primeras etapas de la educación. Sin embargo, este enfoque presente en el currículo no siempre es reconocido de forma explícita por las Educadoras. Aunque, destacan distintas formas de participación infantil en el aula y consideran el juego como una herramienta de promoción de los derechos humanos. La discrepancia que se encuentra entre el contenido del currículo de educación infantil y la percepción de las educadoras, señala la necesidad de fortalecer la educación en esta etapa para integrar la EDH en su práctica pedagógica de manera consciente y efectiva.