Francisco Salviano Sales Nobre

The present study aimed to analyze the behavior of anthropometric variables; home affordances for motor development; motor development; and quality of life in preterm infants. The study included 18 mothers and their respective infants. Anthropometric measures were analyzed using the Fenton Growth Chart and the WHO Anthro software; affordances were assessed using the Affordances in the Home Environment for Motor Development – 3 to 18 Months; motor development was evaluated using the Alberta Infant Motor Scale; and quality of life was assessed through the Pediatric Quality of Life Inventory (PedsQL) – Infant Version. Descriptive statistics indicated a predominance of adequate home environments, normal physical growth, appropriate nutritional status, and typical motor development. The Generalized Linear Model (GLM) revealed a significant effect only of infant sex on quality of life. It is suggested that when the home environment is favorable, infants tend to align with healthy growth and motor development standards. It appears that families with female infants demonstrate greater concern regarding their infants’ quality of life. Future studies with larger samples are needed to confirm this hypothesis.

The present study proposes to identify information from health, educational and sports science studies that used Bronfenbrenner’s theory of human development to verify the complex relationship between factors associated with physical activity (PA) and sedentary behavior (SB) in children and adolescents. The scoping review will be developed across seven databases (PubMed, Scopus, SPORTDiscus, Web of Science, PsycINFO, ERIC, and Scielo). The inclusion criteria were formulated based on the PCC (Population, Concept, Context) framework: (a) children and adolescents (5–17 years); (b) studies on PA and/or SB that used Bronfenbrenner’s theory; (c) any context. Only peer-reviewed journal articles published in English, Spanish, or Portuguese will be included; grey literature will not be included. Finally, two reviewers will screen studies using Rayyan. A standardized charting form will be used to extract data on study characteristics and the factors mapped considering Bronfenbrenner’s theory components. This study is expected to show how Bronfenbrenner’s theory has been applied to explain PA and SB in children and adolescents, as well as to map the methodological tools used in this area, identifying gaps and providing a clear framework for future research on the complex and multilevel determinants of PA and SB in children and adolescents.

The present scoping review protocol aims to investigate the complex factors associated with the active and sedentary behaviors in young people applying Bronfenbrenner's bioecological theory. The study will be carried out based on the steps proposed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Scoping Reviews. The review question was formulated with the help of the ‘PCC’ strategy, such that: a) population: studies carried out with children and adolescents (aged between 5-17 years) and with any health condition will be considered eligible; b) concept: studies in the area of physical activity (PA) and/or sedentary behavior (SB) that used Bronfenbrenner's theory and the PPCT method; c) context: studies conducted in any context will be included. The search for studies will be carried out in the following databases: PubMed, Scopus, SPORTDiscus, Web of Science, PsycINFO, ERIC, and Scielo. The processes of identifying and removing duplicates, as the evaluation of titles and abstracts will be carried out in Rayyan by two independent and blind reviewers. The research data can guide political agents in the implementation of public policies and the development of work policies that encourage the reduction of SB and the increase of PA in children and adolescents.

The prevalence of poor learning at school is multifactorial. Among these factors, dyslexia has attracted the attention of educators and researchers in the field. The aim of this descriptive study was to empirically test an instrument developed to identify signs of risk for dyslexia in schoolchildren and to check for correlation with school performance, motor skills and perceived competence. The study participants were children of both genders with an average age of 7±0.7 years. The instruments used to achieve the research objective were the Checklist for Early Identification of Dyslexia Risk Signs (Seno, 2020), the School Performance Test (Teste de Desempenho Escolar) – Second Edition (TDE-II) (Stein, Fonseca & Giacomoni, 2019), the Test of Gross Motor Development - 3 (TGMD3) (Ulrich, 2013; Valentini, Zanella & Webster, 2017), and the Pictorial Scale of Perceived Competence and Social Acceptance (Harter & Pike, 1984; Valentini et al., 2020). Descriptive statistics were employed to describe the sample characteristics. Difference tests and network statistical analysis were applied to examine the behavior of variables according to the presence or absence of dyslexia risk. The results of this study provide important contributions to understanding the development of children with probable dyslexia diagnoses. Finally, the study suggests that in the early years of literacy education, the teaching of reading skills and the strengthening of children's actual and perceived motor competence should be prioritized, as these skills may predictors the efficiency of other skills necessary for child development. A prevalência de baixa aprendizagem escolar é multifatorial. Entre os fatores, a dislexia tem chamado a atenção de educadores e pesquisadores na área. O objetivo deste estudo descritivo, foi testar empiricamente um instrumento desenvolvido para identificar sinais de risco para dislexia em escolares e verificar a existência de correlação com o desempenho escolar, motor e percepção de competência. Os participantes da pesquisa foram crianças de ambos os sexos com média de idade 7±0,7 anos. O Checklist para identificação precoce dos sinais de risco para dislexia (Seno, 2020), o Teste de Desempenho Escolar – Segunda Edição (TDE-II) (Stein, Fonseca & Giacomoni, 2019) e o Test of Gross Motor Development - 3 – TGMD 3 (Ulrich, 2013; Valentini, Zanella & Webster, 2017); o Pictorial Scale of Perceived Competence and Social Acceptance (Harter & Pike, 1984; Valentini et al., 2020) foram os instrumentos utilizados para atender ao objetivo da pesquisa. Estatística descritiva foi utilizada para descrever as características da amostra. Teste de diferenças e a análise estatística de redes foram aplicados para verificar o comportamento das variáveis conforme a presença ou ausência de riscos para dislexia. Os resultados deste estudo trazem importantes contribuições para a compreensão do desenvolvimento de crianças com prováveis diagnósticos de dislexia. Por fim, o estudo sugere que, nos anos iniciais de alfabetização, sejam priorizados o ensino das habilidades de leitura, escrita e o fortalecimento da competência motora real e percebida das crianças, visto que essas habilidades podem ser preditoras da eficiência de outras habilidades necessárias ao desenvolvimento infantil.

Children living in poverty often are exposed to situations that negatively affect various aspects of their development. So, it is important to propose interventional programs that minimize the nega...

Background: This study applied the Person-Process-Context-Time model based on Bioecological theory to investigate the sociocultural influences on motor skill development. Purpose: The objectives of the present study were: (a) to assess the personal resources associated with the development of motor skills of children from three different geographic regions located in Northeastern Brazil; and, (b) to identify the factors in the microsystems (i.e. schools and in the state-funded sports programs) and mesosystems (i.e. interrelations between contexts) that contribute to the development of motor skills in children, and how more distal systems, the exosystems (i.e. department of education and sports) and macrosystem (i.e. school funding; public educational policy; legislation; regional culture) influence this process in each geographic region. Research design: The Test of Gross Motor Development-2 was used to assess the motor performance of 274 economically underprivileged children from three different geographic regions, semiarid (n = 66), mountainous (n = 104), and coastal (n = 104) regions of Brazil. The principal investigator of this study conducted non-participant observations, the interviews with the physical education (n = 15) and classroom (n = 17) teachers, and the children's assessments. The Collective Subject Speech method was used to analyze the teachers’ interviews. Data collection and analysis: Teachers and children were interviewed and assessed, respectively, at the schools. Researcher ecological insertion was adopted to understand contextual factors further. Qualitative data was obtained through observation and interviews. Data reduction for the interviews was obtained using the Key Expression, Central Ideas, and Anchorages. Children's motor scores were analyzed using a three-way ANOVA (sex (boys and girls) x geographic regions (semiarid, mountainous, and coastal) × microsystem) for locomotor and object control skills. To follow up the significant interactions, post hoc tests using simple effects (One-Way ANOVA and Tukey post hoc) followed by appropriate cell-to-cell comparisons (Independent T-Test) were conducted. Results: The results indicate a prevalence of delays in the total sample (percentile < 5 at the TGMD-2). Higher motor scores were observed for children enrolled in sports compared to physical education programs. Girls had limited opportunities to learn sports skills and consequently, demonstrated poorer motor scores within the microsystems from the three regions. The interviews revealed that teachers did not feel adequately trained, had limited resources and facilities, and scarcely met the children's developmental needs. Conclusions: These findings suggest that the educational policies and the teachers’ lack of training were the primary restrictions related to promoting opportunities for children to learn motor skills within the investigated regions.

Introduction: School and motor performances demonstrates achievements of children throughout childhood. Gender and the child's developmental context interfere with the differentiated trends of intensity and direction of school and motor performance.Objective: To analyze the association among school performance, motor performance, and the sex of children of different subculturesMethod: The study included 233 children aged 7 to 10 years, 127 boys (8.2 ± 0.92 years) and 106 girls (8.4 ± 0.85 years), from three different subcultures (semi-arid, mountainous, and coastal weather) of Northeast Brazil. Data were collected from the School Performance Test and the Test of Gross Motor Development-2. Descriptive statistics, comparisons, and multivariate multiple linear regressions were used for analysis.Results: It was found that school delays were prevalent in boys, and motor delays, specifically in object control skills, were prevalent in girls. Motor performance is positively associated with performance in writing, reading, and arithmetic, but this relationship is specific for each subculture.Conclusions: There was an association among school performance, motor performance, and the sex of children in different Northeastern subcultures, evidencing the influence of subcultures and gender on the children’s performance.

Atrasos motores em crianças desfavorecidas socioeconomicamente. Um olhar Bioecológico

Este estudo, de abordagem quantitativa e qualitativa, investigou a relação bidirecional entre as habilidades motoras fundamentais (HMF) de escolares e o contexto. Usou‐se o Test of Gross Motor Development 2 para avaliar as HMF e observações diretas e entrevistas para investigar o contexto. Os resultados revelam que 96,6% das crianças apresentaram atrasos nas habilidades locomotoras e 89,8% nas habilidades de controle de objetos. Análises apoiadas no modelo processo‐contexto sugerem que a desarticulação do exossistema limita o desenvolvimento das HMF nos microssistemas e interfere no estilo de vida e intercâmbio social das crianças. Tudo leva a crer que o desenvolvimento das HMF dos escolares perpassa principalmente por alterações no macrossistema (legislação educacional estadual). This study, quantitative and qualitative in approach, investigates the bi‐directional relationship between schoolchildren's fundamental motor skills (FMS) and the context. The Test Gross Motor Development 2has been used to evaluate the FMS and direct observations and interviews to investigate the context. The results reveal that 96.6% of children are behind in locomotion skills and 89.8% in object control skills. Analyses supported by the process‐context model suggest that the disarray of the exosystem limits FMS development in the microsystems and interferes with the lifestyle and social exchanges of the children. All this leads to the belief that the development of FMS in schoolchildren primarily necessitates changes to the macrosystem (state legislation on education). Este estudio, de enfoque cuantitativo y cualitativo, investigó la relación bidireccional entre las habilidades motoras fundamentales (HMF) de escolares y el contexto. Se utilizaron el Test Gross Motor Development 2 para evaluar las HMF y observaciones directas y entrevistas para investigar el contexto. Los resultados revelan que el 96,6% de los niños tenía retrasos en las habilidades del aparato locomotor y el 89,8%, en la capacidad de control de los objetos. Análisis apoyados en el modelo de proceso‐contexto sugieren que la desarticulación del exosistema limita el desarrollo de las HMF en microsistemas y alteran el estilo de vida y los intercambios sociales de los niños. Todo hace pensar que el desarrollo de las HMF de los escolares necesita principalmente cambios en el macrosistema (leyes estatales de educación).