Rozprawy doktorskie na temat „Early stimulation”

The current work explores the therapeutic potential of experiential treatments for enhancing functional recovery and anatomical change after early brain damage. Normal rats and rats with perinatal cortical lesions (P2 or P7) were exposed to one of the following treatments: complex housing as juveniles, complex housing as adults, prenatal tactile stimulation, postnatal tactile stimulation, or postnatal handling (removal from the nest with no additional stimulaion). Behavior was assessed in adulthood the Morris water task and the Whishaw reaching task. There were sex differences in the details of the effect of experience on both behavioral recovery and brain morphology. For both sexes treatments initiated prior to or immediately after brain injury were most effective in improving functional outcome. This was correlated with changes in dendritic arborization and Acetylcholinesterase staining. The results suggest that behavioral treatments can be used to stimulate functional recovery after early brain injury.
v, [14], 208 leaves : ill. ; 28 cm.

The purpose of this study was to determine the effects of an atypical pattern of early acoustic stimulation on auditory development. Previous human research suggests that the acoustic environment of pre-term human infants in the Neonatal Intensive Care Unit (NICU) negatively affects some aspects of auditory development. Animal research suggests that premature auditory stimulation interrupts auditory development. Because mice are born before their auditory systems are developed, they make an excellent model for research on fetal and postnatal plasticity of the auditory system. The premature auditory state of newborn mice is similar to that of the NICU pre-term infant, albeit, natural for mice C57 mouse pups were exposed to an augmented acoustic environment (AAE) of a nightly 12-hour regiment of 70 dB SPL noise burst, beginning before age 12 days (onset of hearing) and lasting for one month. The prepulse inhibition (PPI) of mice exposed to the AAE was compared to that of non-exposed mice to observe short-term and long-term effects. Results showed that the prepulse inhibition of the AAE exposed mice did not differ significantly from that of the non-exposed mice. However, it is possible that the measurement used, PPI, may not have been appropriate or that the AAE may not have been an appropriate simulation of the NICU environment.

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Parkinson's disease is a progressively debilitating disease that affects about 1% of the world's population, and does not differentiate between genders or races. The disease is caused by the death of the dopaminergic neurons in the basal ganglia nuclei, especially those in the substantia nigra pars compacta. Subsequent loss of dopamine production engenders the cardinal symptoms of bradykinesia, rigidity, akinesia, and postural instability found in all patients with Parkinson's disease. While there are several types of Parkinson's disease, the majority of the cases are made up of the idiopathic and Levodopa responsive type. The current consensus on treatment is to use medications until the patient becomes refractory to all medicines. It is only at this point will the surgical option deep brain stimulation be considered. while this procedure comes with a higher risk of post surgery complications, the benefits it offers patients with advanced Parkinson's disease are far superior to those offered patients by medications. It reasons then that patients would benefit more if they received this treatment earlier in the course of the disease. The mechanisms, side effects, costs, cost-effectiveness, and long term effects on quality of life of deep brain stimulation will be compared with those of medications to assess whether it is worthwhile to use this treatment for patients with mild Parkinson's disease.
2031-01-01

This thesis examined whether it is possible to enhance core elements of the information processing system with specific forms of environmental stimulation. The first series of experiments demonstrated that a preweaning environmental enrichment procedure that provided 60 minutes of daily multisensory stimulation accelerated the development of long-term contextual memory and enhanced inhibitory processing in young rats. That is, whilst stimulated and non-stimulated rats exhibited long-term memory of a context at 26 days of age, only stimulated rats showed this ability at 18 days of age. In addition, stimulated rats showed a faster rate of extinction of long-term contextual memory at 21 days of age, which was taken as evidence of enhanced inhibitory learning (i.e., context ??? no US) in these rats. Subsequent experiments with adult rats demonstrated that a combination of preweaning multisensory stimulation and postweaning rearing in an enriched environment improved the (1) specificity of long-term contextual memory, (2) speed of contextual information processing, and (3) availability of attentional resources. More specifically, enriched-reared rats demonstrated superior ability to discriminate between two similar contexts in comparison to standard-reared rats. In addition, enriched-reared rats showed superior memory of a context when there was limited time available to form a memory of that context. This finding was taken to indicate that rats that receive environmental enrichment are able to process contextual information more rapidly. Finally, standard-, but not enriched-, reared rats showed less conditioning to a discrete stimulus when it was presented in combination with a stronger stimulus during training compared to when it was presented by itself. The finding that enriched-reared rats did not show this overshadowing effect suggests that these rats have greater availability of attentional resources to divide between two stimuli that are competing for attention. The experiments with rats were followed by two experiments with children that investigated the effects of a computerised cognitive training procedure on information-processing speed. These experiments demonstrated that 30-minutes per weekday of training in rapid decision-making for three to five weeks improved children???s performance on two tests of processing speed (i.e., a choice reaction time and odd-man-out task). In addition, the speeded training improved children???s ability to sustain their attention and inhibit impulsive responses on a continuous performance test (Test of Variables of Attention). The cognitive training procedure had no effect on children???s performance on a measure of fluid intelligence (Raven???s Standard Progressive Matrices). The results of the experiments reported in this thesis suggest that a number of fundamental cognitive processes can be modified by environmental conditions that place increasing demands on the information-processing system. A neurobiological model, focusing on myelin, axon diameter, and the glutamatergic, glucocorticoid, noradrenergic, and cholinergic systems, was proposed in order to explain the observed effects of environmental stimulation on cognition in children and rats. The rationale for attempting to enhance fundamental cognitive processes was that improving these processes should ultimately improve general intellectual functioning. With respect to this aim, the correlational data from the present experiments with children revealed promising trends towards greater improvements on the tests of fundamental cognitive processes in those children in the training group with slower processing speed at the start of the intervention. This finding suggests that cognitive training may be even more effective at enhancing processing speed and other fundamental cognitive processes in children with intellectual impairments???who reportedly have slower processing speed than normal children. However, the extent to which training-related improvements in fundamental cognitive processes generalise to improvements in general cognitive functioning is unclear. That is, there is insufficient evidence that processing speed and other fundamental cognitive processes are causally related to intelligence. It is therefore essential that future cognitive training research is mindful of related developments within the intelligence and information processing literature.

Professional research project (Au.D.)--University of South Florida, 2003.
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ABSTRACT: The purpose of this study was to determine the effects of an atypical pattern of early acoustic stimulation on auditory development. Previous human research suggests that the acoustic environment of pre-term human infants in the Neonatal Intensive Care Unit (NICU) negatively affects some aspects of auditory development. Animal research suggests that premature auditory stimulation interrupts auditory development. Because mice are born before their auditory systems are developed, they make an excellent model for research on fetal and postnatal plasticity of the auditory system. The premature auditory state of newborn mice is similar to that of the NICU pre-term infant, albeit, natural for mice C57 mouse pups were exposed to an augmented acoustic environment (AAE) of a nightly 12-hour regiment of 70 dB SPL noise burst, beginning before age 12 days (onset of hearing) and lasting for one month.
ABSTRACT: The prepulse inhibition (PPI) of mice exposed to the AAE was compared to that of non-exposed mice to observe short-term and long-term effects. Results showed that the prepulse inhibition of the AAE exposed mice did not differ significantly from that of the non-exposed mice. However, it is possible that the measurement used, PPI, may not have been appropriate or that the AAE may not have been an appropriate simulation of the NICU environment.
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Thesis (MCur)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Research indicates that human touch plays an integral role in an infant’s ability to thrive and grow, with a correlation existing between tactile stimulation and optimal physical, emotional, cognitive, and social development. The aim of this study was to explore the level of knowledge of first time mothers attending Mowbray Maternity Hospital (MMH) regarding the importance of tactile stimulation during infancy and early childhood. A descriptive, non-experimental, research design was employed, using a pilot tested structured questionnaire for data collection during face-to-face interviews conducted by the Principal Investigator. Questions were divided into four domains: knowledge about the impact of tactile stimulation on the bonding domain, the emotional domain, physical domain and the social domain of infants and children. The inclusion of one open-ended question allowed participants to suggest recommendations for improved knowledge and care. A sample of 41 participants, constituting 40% of the study population (N=101) was randomly selected from MMH. Prior ethical approval was obtained from the Human Research Ethics Committee of Stellenbosch University, and operational approval from the Western Cape Department of Health, and the Research Committee and Senior Management of MMH. Written informed consent was obtained from the study participants. The quantitative data was analysed using Statistica (Version 10) with the assistance of a statistician. The qualitative data yielded from the one open-ended question was analysed thematically and then quantified. The findings show that 90% (n=37) of the participants were knowledgeable about tactile stimulation strategies, 81% (n=33) knew about the impact of tactile stimulation on the bonding domain, 75% (n=31) on the emotional domain, 52% (n=21) on the physical domain and 43% (n=18) on the social domain. Although all participants had reported for out-patient antenatal care on four and more occasions, 73% (n=30) indicated that they had improved their knowledge regarding pregnancy, labour, birth, and parenting by reading magazines, 20% (n=8) reported that a health care worker had spoken to them about the benefits of tactile stimulation, and 15% (n=6) had received literature on the benefits of tactile stimulation. The open-ended question generated several findings which included suggestions to enhance healthcare by providing information and training about tactile stimulation and perinatal matters when attending antenatal clinic; by offering assistance with infant feeding during the postnatal period; and by improving the attitude and professional stance of health care workers. The study findings suggest that first time mothers at MMH are not adequately knowledgeable about the importance of tactile stimulation during infancy and early childhood. Grounded in the empirical findings and based on the suggestions offered by the participants, several recommendations, including improved information and training, were identified toward strengthening tactile stimulation knowledge and practice at both the parental and health care provider levels.
AFRIKAANSE OPSOMMING: Studies toon dat menslike aanraking ‘n belangrike rol in ‘n baba se algemene vermoëns om te groei speel, terwyl ‘n positiewe korrelasie tussen koestering en optimale fisiese, emosionele, kognitiewe en sosiale ontwikkeling bestaan. Die doel van hierdie studie was om vas te stel of moeders, wat vir die eerste keer geboorte geskenk het, en geskeduleer was om by Mowbray Kraamhospitaal geboorte te skenk, ingelig was aangaande die belangrikheid van streling tydens babaskap en die vroeë kinderjare. ‘n Beskrywende, nie-eksperimentele navorsingstudie is uitgevoer, deur van ‘n gestruktureerde, onderhoudsvraelys vir die insameling van data gebruik te maak. Vrae was opverdeeld in die volgende seksies: kennis rakende die impak van babastreling op die band tussen moeder en baba, kennis rakende die impak op die emosienele dimensie, en kennis rakende die impak van babastreling op die fisiese en sosiale dimensies van babas en kinders. Die ewekansige gekose studie-groep van een-enveertig deelneemers het 40% van die studie-populasie uitgemaak. Voorafgaande etiese en operationele toestemming is vanaf die Menslike Etiese Kommittee van die Universiteit van Stellenbosch, die Wes-Kaapse Departement van Gesondheid en vanaf die Navorsings kommittee en Bestuur van Mowbray Kraamhospitaal verkry. Geskrewe toestemming is voor aanvang van die een-tot-een onderhoude vanaf die deelneners verkry. Die kwantitiewe data is met die hulp van ‘n statistikus deur die gebruik van die sagteware, Statistica (Weergawe10) geanaliseer. Die kwalitiewe data wat na aanleiding van die oop-eindigende vraag verkry is, is tematies geanaliseer en gekwantifiseer. Die resultate het getoon dat meeste 90% (n=37) van die deelnemers met die algemene praktyke van babastrelingstrategië gedurende babaskap bekend was. Die persentasie vir deelnemers se kennis rakende die impak van babastreling op die band tussen moeder en baba was 81% (n=33), en vir kennis omtrent die emosienele dimensie 75% (n=31), die impak van babastreling op die fisiese 52% (n=21) en die sosiale 43% (n=18) dimensies van babas en kinders. Alhoewel alle deelneemers vir voorgeboorte kliniek gerapporteer het, het 73% (n=30), terugvoer dat hulle hulle kennis omtrent swangerskap, geboorte en ouerskap verbreed het deur tydskrifte te lees, 20% (n=8) van die deelnemers gerapporteer het dat ‘n gesondheidswerker met hulle omtrent die voordele van babastreling gepraat het, terwyl 15% (n=6) leesmaterial rakende die voordele van babstreling ontvang het. Die oop-eindigende vraag het verskeie bevindings opgelewer met voorstelle met betrekking tot die verbetering van gesondheidsorg en opleiding, opleiding aangaande die voorgeboortelike sorg wat hulle ontvang het en aangaande perinatale aangeleenthede en stimulasie van babas deur streling. Deelneemers het ook voorgestel dat verpleegsters hulp aan moeders behoort te verleen met die voeding van hul babas in die periode na geboorte en dat gesondheidsorgwerkers hulle professionaliteit en gesindhede jeens pasiënte behoort te verbeter. Ten slotte het die uitkomste van hierdie studie aangedui dat, moeders wat vir die eerste keer geboorte geskenk het by Mowbray Kraamhospitaal, onvoldoende kennis dra oor die belangrikheid van stimulasie van hulle babas en jong kinders deur streling. Gegrond in die empiriese bevindings en gebaseer op die voorstelle van deelnemers, is verskeie aanbevelings geïdentifiseer vir die moontlike verbetering van kennis rakende streling op die ouer- en gesondheidswerkervlakke.

Preterm infants are at high risk of encountering oral feeding difficulties. Safe and successful oral feeding entails the ability to coordinate suck, swallow, and respiration processes. Achievement of such coordination necessitates the function of multiple systems, including musculoskeletal, cardio-respiratory, gastrointestinal, behavioral, and neurological. Hence, oral feeding difficulties may ensue from oral and non-oral origins. There is limited knowledge on the effect of oral and non-oral intervention strategies aimed at optimizing oral feeding skills in preterm infants. The objectives of this study was to investigate whether a pre-feeding uni-oral, uni-tactile/kinesthetic, and multi-oral+tactile/kinesthetic stimulation improve preterm infants' oral feeding skills, and to establish whether multi-sensorimotor interventions have an additive or synergistic effect leading to better oral feeding skills than uni-sensorimotor interventions. Seventy-five preterm infants were randomly assigned to one of 4 groups: 1) uni-oral group, consisting of stroking the lips, cheeks, gums, tongue and sucking on a pacifier; 2) uni-tactile/kinesthetic group, involving stroking the body and limbs and passive range of motion to limbs; 3) multi-oral+tactile/kinesthetic group, consisting of oral and tactile/kinesthetic stimulation as above; and 4) control group. All three experimental groups improved oral feeding performance, in particular time to attainment of independent oral feeding, proficiency and volume transfer, the uni-oral and multi-oral+tactile/kinesthetic groups increased rate of transfer, and the uni-oral group showed less volume loss (spillage) compared to controls. The underlying systems mediating the oral feeding improvements differed for each intervention. The uni-oral stimulation enhanced nutritive sucking skills, suck-swallow-respiration coordination, and growth. The uni-tactile/kinesthetic stimulation improved suck-swallow-respiration coordinati
Les nourrissons nés avant terme ont souvent des difficultés pour se nourrir par voie orale. Une oralité sans risque nécessite la capacité de coordonner succion, déglutition et respiration. Ceci implique la participation des systèmes musculaire, cardio-respiratoire, gastro-intestinal, comportemental et neurologique. Les difficultés à s'alimenter par voie orale peuvent être d'origines orale et non-orale. Nous en savons peu sur les effets des interventions orales et non-orales visant à optimiser l'habileté du prématuré à l'oralité. Les objectifs de cette étude étaient de déterminer si une intervention uni-orale, uni-tactile/kinesthésique ou multi-orale+tactile/kinesthésique offerte avant l'introduction de l'oralité peut améliorer l'habileté des nourrissons à s'alimenter par voie orale, et d'établir si une intervention multi-sensorimotrice a un effet additif ou synergétique sur l'oralité par rapport à une intervention uni-sensorimotrice. Soixante-quinze nourrissons nés avant terme furent répartis de façon aléatoire en quatre groupes: 1) uni-oral, qui consiste à caresser les lèvres, les joues, les gencives et utiliser une suce; 2) uni-tactile/kinesthésique, qui implique les caresses du corps et des membres et un éventail de mouvements passifs aux membres; 3) multi-oral+tactile/kinesthésique, qui consiste en une stimulation orale et tactile/kinesthésique telle que décrite précédemment; et 4) contrôle. Les trois groupes expérimentaux ont démontré de plus grandes habiletés pour l'alimentation par voie orale, en particulier du point de vue lapse de temps nécessaire pour transiter de l'alimentation par voie entérale à orale, de la compétence et du volume transféré. Les groupes uni-oral et multi-oral+tactile/kinesthésique ont augmenté le rythme du transfert alors que le groupe uni-oral a démontré moins de perte de volume (déversement) que le groupe contrôle. Les mécanismes qui sous-tendent

Introduction: Implementing low-intensity interventions, such as group-based parent education and training (PET), is a cost and time effective way of providing early intervention for families and their children with autism spectrum disorder (ASD) in low- and middle-income countries (LMICs). Relatively little empirical research demonstrates the effectiveness of parent education and training in this context. Methods: The study aimed to develop and pilot a group-based parent education and training (PET) programme (COMPAS) and determine its appropriateness and acceptability. Secondly, it aimed to investigate the clinical effectiveness of the programme to improve the communication interaction skills and self-efficacy beliefs of parents of young children with autism. The study followed an exploratory sequential mixed methods research design and used the Replicating Effective Programs (REP) framework. Sixty-one participants took part in the study which consisted of 3 phases. In phase one we developed the programme and teaching materials and activities. In the pre-implementation phase, we collected qualitative and quantitative data via questionnaires from two stakeholder groups (25 parents and 5 autism experts). In the implementation phase, we used a single group pre-test post-test design with 31 parents of children with autism to determine changes in parent-child interaction and parenting self-efficacy. The primary outcome of the implementation phase, parent-child interaction, was measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO), and the secondary outcome, parenting self-efficacy, was measured using the Parenting Sense of Competence Scale (PSOC) and the Parenting Self-Efficacy Measuring Instrument (P-SEMI). Results: In the pre-implementation phase, a panel of experts agreed the training content was comprehensive and relevant, and that the manual was user-friendly. After the pilot study parents felt confident that they could use at least one of the strategies taught during everyday routines or play with their child. Results from the implementation phase indicated significant improvement in parenting interactions (p < .05, d = 1.26) and self-efficacy (p < .05, d = 0.35) after the training. Conclusion: We developed and piloted a training programme in a LMIC setting which resulted in increased interaction skills and self-efficacy for parents of young children with autism. This study indicates that brief, group parent education and training in a LMIC is feasible and can be effective in improving parenting skills and feelings of competence.

Este estudo foi desenvolvido em duas escolas infantis do município de Porto Alegre, onde crianças de 0 a 3 anos, que apresentaram sinais de risco psíquico para seu desenvolvimento, foram acompanhadas em estimulação precoce. Nesta pesquisa, buscou-se articular a detecção precoce na primeira infância, considerando o desenvolvimento sem dissociá-lo da constituição psíquica. Abordou a importância da formação com os educadores, através de conceitos psicanalíticos que auxiliam na compreensão deste momento. Destacou a importância dos primeiros anos de vida na constituição do sujeito, considerando a subjetividade, um aspecto central e organizador do desenvolvimento infantil. Além do trabalho desenvolvido com as crianças, os pais e educadores tiveram seu espaço de escuta, o que auxiliou na detecção de sinais de risco, favorecendo a intervenção precoce. A abordagem metodológica da pesquisa foi qualitativa etnográfica, com investigação de campo e descritiva. A pesquisa demonstrou que é possível perceber indicadores que nos preocupam em relação ao desenvolvimento infantil, sendo a escola, além da família, um lugar de grande importância na história de vida das crianças e na detecção precoce de risco psíquico.
This study was conducted in two kindergarten schools in the city of Porto Alegre, where kids from 0-3 years of age, which showed psychic risk for their development, were followed in early stimulation. In this research, we sought to articulate the early detection on early childhood, considering the development without separating the psychic constitution. The study approached the importance of training teachers through psychic concepts that help in comprehending this phase. It stressed the importance of the first years of life in the constitution of the individual, considering the subjectivity, a central and organizing aspect of child development. Besides the work done with the kids, parents and educators had their communicating space, which helped in the detection of risk signs, favoring early intervention. The methodological approach of the research was ethnographic qualitative with field and descriptive investigation. The research showed that it is possible to perceive indicators that concern us in relation to child development, being the school, in addition to the family, a place of great importance in the story of life these children and in the early detection of psychic risk.

Estudos contemporâneos apontam para uma maior preocupação com o desenvolvimento infantil e a importante influência que o meio ambiente onde a criança vive gera nesse desenvolvimento. O convívio com as pessoas próximas nos primeiros anos de vida pode gerar uma marca durável no desenvolvimento da criança. Objetivos: O presente estudo teve como objetivo verificar o desenvolvimento motor de bebês até dezoito meses antes e após a sua participação em um Programa de Intervenção Motora Participativa Ampliando Oportunidades (PIMPAO). Método: Este foi um estudo experimental, quantitativo, correlacional, onde participaram 94 bebês, entre um e dezoito meses, provenientes de três contextos diferentes de baixa renda: 41 bebês que passavam oito horas do dia em escolas infantis, sendo o educador o seu cuidador, 29 bebês que moravam com suas famílias biológicas e as mães eram as cuidadoras e 24 bebês que moravam em abrigos, sendo os monitores seus cuidadores. Os locais, previamente selecionados, após contato inicial e aceite em participar do estudo, foram: escola de educação infantil conveniadas com a prefeitura de Porto Alegre, Programa de Estratégia de Saúde da Família (ESF) na Região Metropolitana de Porto alegre e Núcleo de Assistência Residencial do Estado do Rio Grande do Sul (NAR). Os grupos interventivo (GI) e controle (GC) foram aleatoriamente escolhidos. Os bebês foram avaliados no início e após oito semanas por meio da Alberta Infant Motor Scale e da Affordances in the Home Environment for Motor Development Self-Report. O programa de intervenção consistia em atividades de perseguição visual, manipulação de brinquedos, controle postural e demonstração de afetividade. Os cuidadores foram treinados e orientados a repetir estas atividades diariamente, cinco vezes por semana. Orientações para ampliação de oportunidades de desenvolvimento no contexto foram realizadas para os cuidadores. A visita para troca de atividades foi chamada de “troca da semana” e, em cada semana, eram apresentadas cinco novas atividades. A análise dos dados foi realizada utilizando o software Statistical Package for the Social Sciences (SPSS) versão 17.0. As variáveis contínuas foram descritas através de mediana e amplitude interquartílica devido à assimetria da distribuição. As variáveis categóricas foram descritas através de freqüências absolutas e relativas. Para comparar as variáveis contínuas entre os grupos foi utilizado o teste de Mann-Whitney. Quando comparados os contextos, o teste de Krukal-Wallis foi aplicado. Para comparar as variáveis categóricas foi aplicado o teste qui-quadrado de Pearson e, na complementação dessa análise, o teste dos resíduos ajustados foi aplicado. Para comparar as oportunidades, antes e após a intervenção em cada grupo e contexto, foi aplicado o teste qui-quadrado de McNemar, exceto para o número de brinquedos referente as motricidade fina e ampla, que foi avaliado pelo teste de Wilcoxon. O nível de significância estatística considerado foi de 5% (p ≤ 0,05). Este estudo teve a aprovação do Comitê de Ética em Pesquisa (CEP) da Universidade Federal do Rio Grande do SUL (UFRGS). O Termo de Consentimento Livre Esclarecido foi formulado tomando por base a Resolução 196/96 do Conselho Nacional de Saúde. Resultados: Em relação ao sexo, idade, idade gestacional, número de adultos que conviviam com os bebês, número de crianças, número de cômodos/peças no local e a escolaridade dos cuidadores, não foram detectadas diferenças estatisticamente significativas entre o GI e o GC. Sobre os resultados para categorização AIMS, não houve diferença na categorização do desenvolvimento motor no fator tempo (do pré e para o pós teste) no GC (p=0,545). Porém, no GI, houve um aumento no percentual de normalidade e uma significativa redução no atraso motor (p=0,003). Desconsiderando o grupo (interventivo e controle), o único ambiente que apresentou diferença estatisticamente significativa no fator tempo para o desenvolvimento motor foi a educação infantil (p=0,009). A escola infantil associou-se com a normalidade, a 6 comunidade com o atraso e o abrigo com a suspeita de atraso (p<0,001). Ainda no fator tempo, considerando grupo e ambiente na categorização do desenvolvimento motor no grupo interventivo, somente na escola infantil houve diferença estatisticamente significativa do pré para o pós intervenção (p=0,020). Na avaliação do ambiente, nos resultados do fator tempo para o grupo controle, houve diferença entre as avaliações do pré para o pós intervenção nas questões referentes aos cuidadores deixarem menos as crianças no berço quando acordadas (p=0,008) e mais restritas ao chão (p=0,006) no pós teste. Também houve uma diminuição estatisticamente significativa do número total de brinquedos que estimulam a motricidade fina (p=0,009) e um aumento estatisticamente significativo do número total de brinquedos que estimulam a motricidade ampla (p<0,001). No grupo interventivo, houve uma melhora em quatro quesitos referentes às oportunidades oferecidas às crianças. Foram eles: onde guardar brinquedos (p=0,008), crianças escolherem as brincadeiras (p=0,008) e aumento no número de brinquedos que estimulam tanto a motricidade fina quanto a ampla (p<0,001). No pós intervenção, entre os grupos, diferiram significativamente quanto à criança escolher a brincadeira (p=0,018), melhor para o GI. Quando separados os grupos em ambientes, na escola de educação infantil houve aumento estatisticamente significativo no número de brinquedos da motricidade fina e ampla (p<0,001) do pré para o pós intervenção no fator grupos. No ambiente da comunidade houve uma melhora em dois quesitos referentes às oportunidades oferecidas às crianças: diminuição das crianças carregadas no colo (p=0,021) e no berço quando acordadas (p=0,031). No ambiente de abrigo, houve um aumento significativo na proporção de crianças que escolhem as brincadeiras (p=0,031), maior restrição das crianças ao chão (p=0,031) e aumento no número de brinquedos que estimulam a motricidade ampla (p<0,001). A escola de educação infantil permaneceu oferecendo as melhores oportunidades, e a comunidade, em geral, apresentou as piores condições. Nos abrigos, quando foi comparado o desenvolvimento dos bebês filhos de mães usuárias de crack, observou-se diferença estatística significativa entre os escores do pré para o pós intervenção (p=0,011). Comparando diretamente os escores observados, das oito crianças deste grupo, todas apresentaram escores e percentil motor mais elevados na segunda avaliação. Em relação à comparação dos escores das crianças de mães não usuárias de crack, verificou-se que as quatro crianças deste grupo apresentaram escores e percentil motor mais elevados na segunda avaliação. Chama-se atenção para o fato de que os escores apresentados pelas crianças no grupo das mães não usuárias de crack se mostraram mais elevados. Conclusões: Pode-se concluir que os bebês que participaram do PIMPAO obtiveram melhores resultados em relação ao ganho no seu desempenho motor. Modificações do ambiente foram positivas para o desenvolvimento e houve uma associação positiva das mudanças no ambiente com aqueles bebês que melhoraram seu desenvolvimento motor. Os bebês cujas mães fizeram uso de crack durante a gestação obtiveram desenvolvimento motor mais defasado em relação aos bebês cujas mães não utilizaram a droga. Ambos se beneficiaram com o PIMPAO, com maiores ganhos naqueles mais necessitados. Este estudo mostrou a importância da inserção de um trabalho interventivo em diferentes contextos, destacando a escola infantil como a que gerou mais desenvolvimento nos bebês e alterações positivas no ambiente, seguida pelo abrigo e, por fim, comunidade. Os bebês desenvolvem maior qualidade em seu aprendizado motor quando estimulados de maneira correta em ambiente da escola infantil, ou no abrigo e ou no ambiente familiar.
Recent studies show a greater concern about child development and about how the environment where a child lives affects his development. Relationships with close people during the first years of life may generate a durable mark in child development. Purpose: the purpose of the present study was to verify motor development in infants aging eighteen months maximum, before and after their participation in a Participative Motor Intervention Program Amplifying Opportunities (PMIPAO). Methods: This was an experimental, quantitative, correlational, where 94 infants were in this study, aging from one to eighteen months, coming from three different low income contexts: 41 infants who spent eight hours a day in child educational school, where the educator was also their babysitter, 29 infants who lived with their biological families and their mothers took care of them, and 24 infants who lived in shelters where the employers were their babysitters. The places, previously selected after an initial contact and agreement to participate in the present study, were: child educational schools working along with Porto Alegre City Hall, Family Health Strategy Program (FHSP) in Porto Alegre Metropolitan Area and Home Assistance Group of Rio Grande do Sul (HAG). Intervention group (IG) and control group (CG) were randomly chosen. Infants were assessed in the beginning and after eight weeks using the Alberta Infant Motor Scale and the Affordances in the Home Environment for Motor Development Self-Report. Intervention program consisted of visual persecution activities, toys manipulation, postural control and affection demonstration. The responsible ones taking care of the children were trained and orientated to repeat these activities everyday, five times a week. Orientation to amplification of development opportunities in the context were taught to the ones responsible for the children. The meeting chosen to do the activities change was called “week’s change” and each week five new activities were introduced. Data analyses were performed using the SPSS (Statistical Package for the Social Sciences) software, version 17.0. Continual variables were described through media and interquartilic amplitude due to distribution asymmetry. Categorical variables were described through absolute and relative frequencies. In order to compare continual variables between groups the Mann-Whitney’s test was used. When contexts were compared to each other, the Krukal-Wallis’s test was applied. To compare categorical variables the Person’s Chi-squared test was applied, and to complement these analyses, the adjusted residues’ test was used. In order to compare opportunities, before and after intervention in each group and context, the McNemar’s Chi-squared test was applied, except to number of fine and global motricity toys, which was assessed using the Wilcoxon’s test. Level of statistic significance was 5% (p≤0,05). This study was approved by the Research Ethics Committee (REC) of the Universidade Vale dos Sinos (UNISINOS) under the number 029/2009 and the zip code of the Universidade Federal do Rio Grande do Sul (UFRGS). The Free and Informed Consent was formulated respecting the 196/96 Resolution from the Health National Board. Results: Regarding to gender, age, gestational age, number of adults close to the infants, number of children, number of rooms where children lived, and babysitters’ level of instruction we did not find differences statistically significatives between IG and CG. About the results to AIMS classification, there weren’t any differences in classification of motor development considering time factor (before and after the test) in the CG (p=0,545). However, in the IG there was an increase in the normality percentage and a significative reduction in motor delay (p=0,003). Without considering the group (intervention and control), the only place that showed a difference statistically significative in time factor to motor development was child education school (p=0,009). Child school was associated to normality, community to delay and shelter to delay 8 suspicion (p<0,001). Still in time factor, considering group and environment in motor development classification in intervention group, only at the child school there was difference statistically significative between before and after intervention (p=0,020). Considering environment, in the results of time factor to control group, there was difference between assessments before and after intervention regarding to babysitter letting children in the bassinet when awake for shorter periods of time (p=0,008) and more restricted to the floor (p=0,006) after the test. There was also a reduction statistically significative of total number of toys that stimulate fine motricity (p=0,009) and an increase statistically significative of the total number of toys that stimulate global motricity (p<0,001). In intervention group, there was an improvement in four items referred to opportunities offered to children: where putting toys away (p=0,008), children choosing the games (p=0,008) and increase in the number of fine and global motricity toys (p<0,001). After intervention the IG showed better results regarding to children choosing the games (p=0,018). When groups were separated in the environments chosen, in the child education school there was an increase statistically significative in number of fine and global motricity toys (p<0,001) from pre to post-intervention in groups factor. In the community there was an improvement in two items related to opportunities offered to children: reduction in children carried in the arms (p=0,021) and left in the bassinet when awake (p=0,031). In the shelter, there was a significative increase in proportion of children who choose the games (p=0,031), greater restriction to the floor (p=0,031) and increase of number of global motricity toys (p<0,001). Child education school kept offering the best opportunities, and the community, in general, showed the worst conditions. In shelters, when child development was evaluated in infants of crack addicted mothers, it was noticed a difference statistically significative between scores from pre to post-intervention (p=0,011). Comparing directly the observed scores, all eight children from this group showed scores and percentile higher in the second evaluation. Regarding to score comparison of children whose mothers were not addicted to crack, it was verified that the four children from this group showed scores and percentile higher in the second evaluation. It’s important to notice that the scores showed by children from the group of non-addicted mothers were higher in the second evaluation. Conclusions: it’s possible to conclude that infants who participated in the PIMPAO had better results regarding to gain in motor development. Changes in the environment were positive to development and there was a positive association between changes in the environment and those infants who improved their motor development. Infants whose mothers used crack during gestation had a poorer motor development comparing to infants whose mothers did not use the drug. Both benefited from the PIMPAO, with higher gains in those that needed the most. This study showed the importance of including an intervention job in different contexts, pointing up the child school as the one that produced more development in infants and positive changes in the environment, followed by the shelter, and at last the community. Infants developed more quality in their motor learning when stimulated the correct way at the child school, or at the shelter and/or in a family environment.

El presente trabajo reafirma nuestras ideas sobre los niños y su educación; nuevas tendencias en el sector nos hacen considerar que toca a "los padres de familia, las organizaciones particulares, autoridades locales y gobiernos nacionales a contribuir en la evolución de la educación desde el nacimiento del niño; será entonces que nos corresponde ir adaptando la educación, el perfeccionamiento de los métodos y técnicas pedagógicas en colaboración con los profesionales y especialistas que se dedican al cuidado del niño en su educación temprana. En base a ello, el presente trabajo evidencia el desarrollo e investigación para la implementación de un centro de estimulación temprana con opción a servicios de cuidado de menores en horario de 24 horas, incluyendo sábados, domingos y feriados. El proyecto está desarrollado de acuerdo con las necesidades encontradas en el mercado actual, la ubicación propuesta es el distrito de Santiago de Surco, debido al descubrimiento de una oportunidad, pues el 65% de padres de familia tienen hijos pequeños en casa y les preocupa su desarrollo, cuidado y seguridad. La ventaja competitiva que presenta “MI SEGUNDA CASITA” es el desarrollo de actividades de estimulación temprana con métodos de enseñanza especiales y adaptados a nuestra educación actual, además la seguridad que ofrece a través de sus herramientas online de vigilancia y monitoreo constante en las actividades de desarrollo de sus hijos.
The present work reaffirms our ideas about children and their education; new trends in the sector make us consider that it is up to "parents, private organizations, local authorities and national governments to contribute to the evolution of education since the birth of the child, it will then be our turn to adapt education, the improvement of pedagogical methods and techniques in collaboration with the professionals and specialists who dedicate themselves to the care of the child in their early education. Based on this, the present work evidences the development and research for the implementation of an early stimulation center with option to childcare services in 24 hours, including Saturdays, Sundays and holidays. The project is developed according to the needs found in the current market, the proposed location is the district of Santiago de Surco, due to the discovery of an opportunity, because 65% of parents have young children at home and are concerned about their development, care and safety. The competitive advantage presented by "MY SECOND HOUSE" is the development of early stimulation activities with special teaching methods adapted to our current education, in addition to the security it offers through its online monitoring tools and constant monitoring in the activities of development of their children.
Trabajo de investigación

The aim of this study was to investigate the intra- and intermodal impact of different kinds of early sensory experience on the development of specific neural/perceptual systems. The manipulations of the rats' early experience involved a combination of early binocular deprivation through dark-rearing, somatosensory restriction through cauterization of mystacial vibrissae, and multimodal enrichment through rearing in a complex environment. Specific lesions to somatosensory (Parl) and visual (Oc2M) cortex in differentially reared animals were included in an attempt to gain further insight into the plasticity surrounding manipulations of early stimulation history. Five tasks were used to assess these effects of early rearing condition in combination with later cortical lesions. Behavioral assessment focused on the ability of the animals to encode, abstract, and remember specific relationships between stimuli within the deprived modality itself, their ability to do so with information presented in other modalities, and on the basic species specific behavior. The only effect found was a main effect for rearing condition. Basically, complex-reared rats were more competent on several of the behavioral tasks than were dark-reared rats. However, this result provided little behavioral support for ideas of modality interdependence. Dendritic proliferation is considered to be a general mechanism supporting behavioral change. The subsequent neuroanatomical assessment focused on dendritic branching of neurons in specific cortical areas thought to be most affected by early environmental manipulations. Animals that were raised in a complex environment, but had experienced early tactile restriction through cauterization of vibrissae, showed significantly more dendritic branching than animals from all other rearing conditions in all cortical areas measured. This finding is consistent with ideas of both intra- and intermodal compensation following damage to an early developing modality, as well as behavioral demand acting as a significant factor in determining the impact of early somatosensory restriction. It is reasonable to assume that anatomical changes should be manifested behaviorally. Suggestions for smaller, more restricted studies, that would be more effective in describing the behavioral impact of early manipulations of the environment, were outlined.
Arts, Faculty of
Psychology, Department of
Graduate

La poursuite de la réduction de l’usage d’antibiotiques en élevage cunicole passe par la recherche de nouveaux leviers d’action permettant de maîtriser la santé. En effet, l’occurrence des troubles digestifs survenant peu de temps après le sevrage reste importante, en lien avec la maturation incomplète de l’immunité du lapereau. Etant donné le rôle clé du microbiote digestif dans la construction et la stimulation du système immunitaire, un pilotage ciblé de ce partenaire microbien en début de vie représente une piste prometteuse de prévention des entérites. L'implantation du microbiote digestif est dépendante de l'ingestion d'aliment solide, observée dès la première semaine de vie en conditions naturelles mais impossible en élevage faute de dispositifs alimentaires adaptés. Ce travail de thèse avait pour objectif de comprendre les déterminants de l’ingestion solide précoce du lapereau allaité pour la stimuler, de manière à promouvoir l’installation d’un microbiote digestif favorable à la santé de l’hôte. Dans un premier temps, l’étude du comportement alimentaire du lapereau allaité a permis de concevoir un dispositif de mise à disposition d’aliment solide au nid et d’identifier un support nutritionnel appétant se présentant sous la forme d’un aliment gélifié. Grâce à ces prérequis, les effets d’une alimentation précoce sur la capacité digestive, les performances de croissance, l’implantation du microbiote et quelques paramètres de santé ont été évalués en faisant varier le type d’apports en polysaccharides (ratio fibres digestibles/amidon) ou oligosaccharides (fructo-oligosaccharides et mannan- oligosaccharides). Nous avons démontré que la consommation d’aliment au nid débutait autour de 7 jours d’âge et représentait en moyenne 1,3 ± 0,2 g de matières sèches par lapereau au cours des 17 premiers jours de vie dans nos sept essais expérimentaux. La consommation d’aliment dans le nid n’affectait pas l’ingestion de lait, les performances de croissance et les coefficients d’utilisation digestive des nutriments apportés avant sevrage (digestibilité de la matière sèche comprise entre 49 et 67% avant sevrage selon la période étudiée). La stimulation précoce de l’ingestion d’aliment solide permettait en revanche de moduler la colonisation du microbiote caecal avec des effets d’autant plus marqués que cette ingestion était élevée. Une maturation plus rapide du microbiote digestif était observée sur le long terme lors de l’introduction d’un aliment gélifié dans le nid, maturation caractérisée en particulier par une croissance des bactéries de la famille Ruminococcaceae conjointement à une réduction de l’abondance des Bacteroidaceae. Si l’enrichissement de l’aliment démarrage en ingrédients fonctionnels (prébiotiques) n’impactait que peu les communautés bactériennes du caecum, la modulation du ratio fibres digestibles/amidon influençait en revanche fortement les profils taxonomiques et l’activité fermentaire du microbiote. En lien avec ces changements observés au niveau des écosystèmes, l’expression dans la muqueuse caecale de gènes impliqués dans l’immunité (notamment Gpx2, Tnfsf13b et pigR) variait selon la nature des aliments distribués au nid. L’ensemble de ces résultats indiquent la pertinence de la distribution d’un aliment à destination du lapereau nouveau-né pour orienter la construction conjointe de son microbiote et son immunité. Des travaux permettant d’étayer les bénéfices santé du support nutritionnel développé permettraient de confirmer l’intérêt d’une stratégie d’alimentation précoce pour l’élevage cunico
Further reduction of antibiotics use in rabbit farming requires the research of new solutions to preserve animals health. Indeed, shortly after weaning, the occurrence of digestive disorders remains high, in conjunction with the incomplete maturation of the rabbit’s immunity. Knowing the key role of the digestive microbiota in shaping and stimulating the immune system, a targeted control of this symbiotic relationship in early life represents a promising avenue of research to prevent enteritis. The gut microbiota establishment is controlled by solid feed intake, intake that occurs in the first week of life in wildlife conditions but is currently hindered in rabbit husbandry. This PhD work aimed to stimulate the early solid feed intake of the suckling rabbit in order to promote the colonization of a balanced gut microbiome. First, the investigation of the suckling rabbit’s feeding behaviour enabled us to 1/ design a feeding system for providing solid feed inside the nest and 2/ to identify a gel feed form as a palatable feed presentation. Thanks to those necessary pre-requirements, the effects of early feeding on digestive capacity, growth performances, microbiota and several health parameters were evaluated by modulating the nutritional content in polysaccharides (rapidly fermentable fibres and starch) or oligosaccharides (fructo-oligosaccharides or mannan-oligosaccharides). We demonstrated that the feed intake in the nest started around 7 days of age and amounted over the first 17 days of life to 1.3 ± 0.2 g of dry matter per rabbit on average in our seven experimental trials. The intake of starter feed in the nest did not affect milk intake, rabbit’s growth and faecal digestibility coefficients of the dietary nutrients provided before weaning (dry matter digestibility between 49 and 67% depending on the period considered). However, the intake of solid feed in early life induced modifications of caecal microbiota establishment, with greater effects when the intake in the nest was high. Acceleration of the caecal microbiota maturity was observed after the supply of a gel feed in the nest, with persistent effects. As a main feature, we observed a growth of bacteria from Ruminococcaceae family together with a decreased relative abundance of Bacteroidaceae. Even though the supplementation of starter feed in functional ingredients (prebiotics) had limited effect on caecal bacterial communities, the modulation of the ratio digestible fibres/starch (1.7 vs 5.5) had marked effects on taxonomic profiles and microbiota fermentative activity. Concomitantly with those changes in the ecosystems, the cecal mucosa expression of genes involved in immunity (in particular Gpx2, Tnfsf13b and pigR) changed according to the composition of the starter feed. Taken together, those results indicate the relevance of starter feeds to engineer the young rabbit maturing digestive ecosystem and its developing immunity. Complementary research project aiming to assess the health benefits of the nutritional support that we developed are now necessary to confirm the interest of an early feeding strategy in rabbit farms

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
This research encompass two studies. The objectives of Study A composed by two steps: Stage 1- In the period of 10 years (2005 – 2014), identify and analyze theses and dissertations produced in Brazilian graduate program with objective of development proposal of Early Intervention Programs for children's development were identified and analyzed to seek main variables studied; and Stage 2: - The proposals of Early Intervention Programs developed that identified in previous stage were characterized and assessed. The Study B described evaluations of Early Intervention Programs after the event of researchers responsible for proposal and execution, as well as continuity of work after conclusion of research. The Study A based on data from the Theses and Dissertations Bank of Brazilian Digital Library (BDTD), whose search descriptors were: early attention, early stimulation, essential stimulation, child stimulation, child development stimulation, early intervention, development surveillance and screening of development. According to two independent judges with pre-defined criteria of inclusion and exclusion, this Study analyzed 25 cases integrally. In step 1, the protocol "Early Intervention Programs Characterization" (PIP) used to systematize information about participants, methodological considerations, intervention characteristics, studied variables, results, limitations and future studies, whose results indicated a predominance of indirect PIPs (13/25) that worked with training and formation of mediators. The presence of children in the PIP varied between forms of individual participation and groups. The mediators of the mixed intervention studies, who participated in PIP, along with children, were mainly parents / guardians. The categories of limitations and / or risks for development: Prevention, Risk and Disability, with a higher incidence of studies in category of Risks. Only one research used an equal control group design and follow-up evaluation was presented in three studies. Ten programs concurred with traditional paradigm and new paradigm, only one study presented characteristics of New Paradigm and the Family-Centered Model. The contexts in which interventions carried out were residences, kindergartens and university. Indirect interventions had a longer duration when compared to direct interventions. The target behaviors / abilities of intervention related to child development and parental and professional training. The results mostly evaluated as positive regardless of intervention type performed. Only three studies indicated non-effective results. 14 studies indicated limitations regarding both research design / procedure and intervention program. Questions raised for future research on methodology, such as longitudinal studies, extension of intervention, extension of sample searched and higher frequency of evaluations. Family demands related to parental / caregiver adherence to intervention programs, parents / child bonding and family / school relationship, and in professional context, knowledge about health surveillance and development surveillance was highlighted. In step 2, the protocol "Evaluation of Early Intervention Programs" (adapted from Mendes, 2010) used to analyze the programs within the community, family, child and intervention program, whose results indicated that community level, 14 studies did not indicate referral procedures, used voluntary or convenience samples. The eligibility criteria for PIPs quite diverse; 18 studies did not mention screening procedures for participation in program; information to families generally provided at beginning of program and it is also possible to inform that IPPs more directed to interests of researchers than to real needs of population. At the family level it can be verified that host interview and presentation the PIP were more frequent than actions that involved planning of support to families. At children's level, studies focused on social life and child autonomy. At PIP level, they showed more frequently performance of a single professional, without specific training; with activity plans that presented some information gaps such as: objectives, materials, teaching and registration procedures; few revisions in intervention proposals observed, with main concern in effectiveness of programs, whose evaluations based on non-standardized instruments. In the Step 1 results indicated that there was indirect predominance of PIPs (13/25) that worked with training, mediator development. The presence of children in PIP varied between individual forms participation and groups. Mediators of mixed intervention Studies, who participated in PIP, along with the children, were mainly the parents / guardians. Limitations and / or risks for development had been categorized: Prevention, Risk and Disability, with a higher incidence of studies in the category of Risks. Just one research used control group design and follow-up assessment presented by three Studies. Ten programs concomitantly met traditional paradigm and new paradigm, just one study presented characteristics of New Paradigm and the Family-Centered Model. The interventions carried out in residences, kindergartens and university. Indirect interventions had a longer duration when compared to direct interventions. The target behaviors / skills of intervention related to child development and parental and professional development. Independent of type of intervention performed, the results mostly evaluated as positive. Only three research indicated non-effective results. 14 studies indicated relative limitations to research design / procedure and intervention program. For future research, questions relating to methodology was highlighted, such as longitudinal studies, extension of intervention, extension of sample surveyed, higher frequency of evaluations. In family context, demands referred to participation of parents / caregivers in intervention programs, parents / child bond and family / school relationship, and in professional scope, knowledge about surveillance of development and health / education integration highlighted. Step 2 results indicated that in 14 studies there were no referral procedures in community analyzes level whose samples were voluntary or convenience; diversified eligibility criteria for PIPs; 18 studies no mention screening procedures for participation in the program; information had been provided in beginning of program for family; it is possible inform that PIPs more directed to researchers interests than real needs of population. In family level, it can verify that foster interview and PIP presentation were more frequent than actions with planning of support to families. In children's level, the studies focused on social life and children's autonomy. In PIP level emphasized more frequently performance of single professional, without specific qualification; activity plans with some gaps information such as: objectives, materials, teaching and registration procedures; few revisions in intervention proposals were observed, with main concern in effectiveness of programs, whose evaluations were based on non-standardized instruments. Study B analyzed posteriori assessment of researchers responsible for proposing and executing the Early Intervention Programs, as well as their continuity after their conclusion. Ten researchers answered a questionnaire with following topics: validity period, institutional support, concomitance between closure of research and program, and assessment of program regarding objectives / focus of intervention, screening procedures and evaluation procedures, family participation, engaged professionals, child development and results obtained vs expected. The results had been indicated that programs lasted up to 12 months; six of them had financial support; closure of the programs occurred concurrently in eight of them; it were positively evaluated by their proponents; it presented questions to be improved regarding theoretical reference, organization and planning of actions to be developed. It can indicate that research involving early intervention presented are important initiatives to deal to early stimulation in children with different risk factors and / or disabilities and producing knowledge in Brazilian context.
Esta pesquisa foi organizada em dois estudos. O Estudo A, composto por duas etapas, teve por objetivos: Etapa 1 - identificar e analisar, no período de 10 anos (2005-2014), as teses e dissertações produzidas em programas de pós-graduação brasileiros que tiveram o objetivo de desenvolver propostas de Programas de Intervenção Precoce para o desenvolvimento infantil buscando captar as principais variáveis estudadas e, Etapa 2 - caracterizar e avaliar as propostas de Programas de Intervenção Precoce desenvolvidas nas pesquisas identificadas na etapa anterior. O Estudo B objetivou descrever as avaliações dos Programas de Intervenção Precoce a posteriori dos pesquisadores responsáveis pela proposição e execução, bem como a continuidade do trabalho após a conclusão da pesquisa. O Estudo A teve como fonte de dados o Banco da Biblioteca Brasileira Digital de Teses e Dissertações (BDTD), cujos descritores de busca foram: atenção precoce, estimulação precoce, estimulação essencial, estimulação infantil, estimulação do desenvolvimento infantil, intervenção precoce, vigilância do desenvolvimento e triagem do desenvolvimento. A seleção dos estudos foi realizada por dois juízes independentes de acordo com critérios de inclusão e exclusão pré-definidos, chegando a um total de 25 estudos analisados na íntegra. Na Etapa 1 foi utilizado o protocolo “Caracterização dos Programas de Intervenção Precoce” (PIP) com o objetivo de sistematizar informações referentes aos participantes, considerações metodológicas, características da intervenção, variáveis estudadas, resultados, limitações e futuros estudos, cujos resultados indicaram um predomínio de PIP indiretos (13/25) que trabalharam com a capacitação e formação de mediadores. A presença das crianças nos PIP variou entre as formas de participação individual e grupos. Os mediadores dos estudos com intervenção mista que participaram dos PIP, juntamente com as crianças, foram principalmente os pais/responsáveis. As limitações e/ou riscos para o desenvolvimento foram categorizadas em: Prevenção, Risco e Deficiências, havendo uma maior incidência de estudos na categoria de Riscos. Apenas uma pesquisa empregou delineamento com grupo controle equivalente e a avaliação de follow-up foi apresentada em três estudos. Dez programas atendiam concomitantemente ao paradigma tradicional e novo paradigma, apenas um estudo apresentou características do Novo Paradigma e do Modelo centrado na família. Os contextos nos quais as intervenções se realizaram foram residências, creches e universidade. As intervenções indiretas apresentaram uma duração maior quando comparadas às diretas. As habilidades/comportamentos alvo da intervenção estavam relacionadas ao desenvolvimento infantil e a capacitação parental e profissional. Os resultados foram majoritariamente avaliados como positivo independentemente do tipo de intervenção realizada. Apenas três estudos indicaram resultados não efetivos. 14 estudos indicaram limitações relativas tanto ao delineamento/procedimento da pesquisa quanto ao programa de intervenção. Foram assinaladas questões para futuras pesquisas relativas à metodologia, como, por exemplo, estudos longitudinais, extensão da intervenção, ampliação da amostra pesquisada e maior frequência das avaliações. As demandas no âmbito familiar se referiram a adesão de pais/cuidadores aos programas de intervenção, vínculo pais/criança e relação família/escola e, no âmbito profissional, destacaram-se o conhecimento sobre vigilância do desenvolvimento e integração saúde/educação. Na Etapa 2 foi empregado o protocolo “Avaliação dos Programas de Intervenção Precoce” para análise dos programas no âmbito da comunidade, família, criança e programa de intervenção, cujos resultados indicaram que, no nível da comunidade, 14 estudos não indicaram procedimentos de encaminhamentos, utilizaram amostras voluntárias ou de conveniência. Os critérios de elegibilidade para os PIP foram bastante diversificados; 18 estudos não fizeram menção aos procedimentos de triagem para a participação no programa; as informações às famílias eram fornecidas em geral no início do programa e, é possível, também, informar que os PIP foram mais voltados aos interesses dos pesquisadores do que às reais necessidades da população. No nível da família pode-se verificar que a entrevista de acolhimento e apresentação do PIP foram mais frequentes do que ações que envolviam planejamento de apoio às famílias. No nível das crianças, os estudos focaram a vida social e autonomia infantil. No nível dos PIP evidenciaram mais frequentemente a atuação de um único profissional, sem formação específica; com planos de atividades que apresentavam algumas lacunas de informações como: objetivos, materiais, procedimentos de ensino e de registro; foram observadas poucas revisões nas propostas de intervenção, com principal preocupação na eficácia dos programas, cujas avaliações foram baseadas em instrumentos não padronizados. Do Estudo B participaram 10 pesquisadores que responderam a um questionário que continha os seguintes tópicos: período de vigência, apoio institucional, concomitância entre o encerramento da pesquisa e do programa, e avaliação do programa quanto a objetivos/foco da intervenção, procedimentos de triagem e de avaliação, participação da família, profissionais envolvidos, desenvolvimento da criança e resultados obtidos x esperados. Os resultados indicaram que: os programas duraram até 12 meses; seis deles tiveram apoio financeiro; o encerramento dos programas aconteceu de forma concomitante em oito deles; foram avaliados positivamente por seus proponentes; apresentaram questões a serem aprimoradas quanto ao referencial teórico, a organização e planejamento das ações a serem desenvolvidas. Pode-se indicar que as pesquisas envolvendo intervenção precoce apresentadas aqui são iniciativas importantes em lidar com a estimulação precoce em crianças com diferentes fatores de risco e/ou deficiências e produzir conhecimentos no contexto brasileiro.
CAPES: 23211504

The pathophysiology of cytokines released by infiltrating white blood cells upon pancreatic beta cells is not fully understood. Early growth response gene-1 (Egr-1) expression is specifically and transiently up regulated in pancreatic beta cells in response to glucose. We hypothesized that interleukin-1 beta (IL-1▀) induction of nitric oxide alters glucose induced Egr-1 transcription levels. Egr-1 levels were assessed via western blot, nitric oxide was measured with a Griess Reagent kit and insulin levels via ELISA. Glucose induced both insulin and Egr-1 production in INS-1 cells. IL-1▀ dose dependently increased nitric oxide production over time and significantly attenuated glucose induced Egr-1 expression. Sodium nitroprusside dose dependently reduced glucose induced Egr-1 production. The data suggest a strong relationship between IL-1▀ induced nitric oxide production and the reduction of glucose stimulated Egr-1 production. The pathways altered by this cytokine could provide a better understanding of the pathophysiology leading to pancreatic beta cell death.

El presente estudio se enmarca en diferentes áreas del conocimiento de la música en la primera infancia. Planteamos la realización de unas sesiones de actividades musicales con niños y niñas de 2 a 3 años y la participación en ellas del padre, la madre o ambos. Cada una de ellas se compone de cuatro bloques: presentación y juegos de falda; canción mimada; audición y escucha activa; danza y baile final. A lo largo de las sesiones programadas observamos la sociabilidad y la actitud de los pequeños. Formulamos cuatro hipótesis resultantes de los correspondientes objetivos que intentamos responder y cuyas conclusiones resumimos a continuación. En la primera y principal hipótesis se plantea que la sociabilidad de los pequeños se estimula por encima del 69% en el Bloque 4. Danza y baile final si asisten a sesiones, estando el resto de bloques por debajo de esta cifra pero por encima del 50%. Muy favorablemente observamos que en los cuatro bloques las sesiones generan actitudes positivas por encima del 79% en los niños y niñas que asisten a las mismas. En la segunda hipótesis se formula que la tendencia de la sociabilidad a lo largo de las sesiones se desarrolla de forma diferente en los cuatro bloques y es de tipo ascendente, con lo que a medida que transcurre la sesión, la sociabilidad se estimula in crescendo (el Bloque 4. Danza y baile final es un 30,45% mayor que el Bloque 1. Presentación y juegos de falda). También observamos en todos los bloques unos buenos resultados de actitud positiva, desarrollándose de forma diferente en los cuatro bloques y con una tendencia de tipo ascendente a lo largo de las sesiones (El Bloque 4. Danza y baile final es un 19,53% mayor que el Bloque 3. Audición y escucha activa). En la tercera hipótesis planteamos en general que no existen divergencias significativas respecto al sexo, en relación a las conductas sociales y actitudinales de los niños y niñas en los cuatro bloques programados de las sesiones. En la cuarta y última hipótesis formulamos en este estudio que es beneficiosa para los vínculos familiares la presencia de los padres con sus hijos en las sesiones musicales. En resumen, en esta investigación, podemos concluir: los niños y niñas de 2 a 3 años que asisten a sesiones musicales, con la presencia del padre, la madre o ambos, su sociabilidad se estimula favorablemente y se generan actitudes positivas, ambas de forma diferente en los cuatro bloques de las sesiones, sin divergencias significativas relacionadas con el sexo, siendo beneficiosa la presencia del adulto para los vínculos familiares.
This study encompasses different areas of knowledge with regard to music in early childhood. Sessions of musical activities with children between the ages of two and three along with their mothers, fathers or both parents were carried out. Each of the sessions was made up of four parts: presentation and traditional songs; mimed songs; passive and active listening; dancing and a final dance. Throughout these programmed sessions the sociability and attitude of the children was observed. Four resulting hypothesis were formed according to the corresponding objectives which we will be addressed and whose conclusions will be resumed as detailed below. In the first and main hypothesis it is concluded that the sociability of the children is boosted to above 69% in Part 4. Dancing and final dance whn attending the sessions, the rest of the parts being under this percentage but above 50%. It was also favourably observed that in all four parts of the general sessions positive attitudes and sociability were above 79% in the children that attended. In the second hypothesis the tendency of sociability throughout the sessions is formulated and it develops differently in the four different parts and grows, so as the session goes on, sociability is stimulated in crescendo (Part 4. Dancing and final dance is 30.45% higher than in Part 1. Presentation and traditional songs). It is also observed in all of the parts good results of positive attitudes, developing in different ways in the four parts with a growing tendency throughout the sessions (Part 4. Dancing and final dance is 19.53% higher than in Part 3. Passive and active listening). In the third hypothesis we claim that in general there are no significant differences with respect to sex, in relationship with the social conduct and attitudes of the boys and girls in the four parts programmed for the sessions. In the fourth and final hypothesis we conclude that it is beneficial for family bonding the presence of parents with their children in the musical sessions. To sum up, in this investigation, it can be concluded that children between the ages of 2 and 3 years old that attend musical session, with the presence of their mother, father or both, their sociability is favourably stimulates and creates positive behaviour, each different in the four parts of the sessions, without a significant difference with respect to sex, being beneficial the presence of an adult for family bonding.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Early stimulation is the first education program directed to Special Education Target Public children, ages from zero to three. Early stimulation in Kindergarten might be used to promote the integral development for Special Education Target Public child, since his/her specific characteristics requires a greater stimulation. Accordingly, our research follows this problem: how has early stimulation been worked by a Kindergarten teacher to promote the inclusion at the daycare for Special Education Target Public children? The hypothesis in this paper is that early stimulation is still unfamiliar to teachers from the Kindergarten regular system. The overall goal was to understand how the early stimulation process of Special Education Target Public children (ages from zero to three) is performed by the teacher’s pedagogical practice in Municipal Center’s Kindergarten (Centros Municipais de Educação Infantil - CMEIS) in Catalão – GO. Our theoretical reference was Cultural-Historic Psychology, since it considers that a Special Education Target Public child is endowed with the same development possibility as a child without disabilities, but would develop them in a different and slowly way, therefore the necessity of a mediating agent teacher. Five teachers from the Kindergarten municipal system participated in this research and in their group were present Special Education Target Public children from zero to three. The methodological instruments used to develop the field research were participant observation and a semi-structured interview. Collected data examination was made from content analysis where we tried to perform a dicing data, in order to identify and enhance the aspects in which early stimulation was present in the teacher’s pedagogical practice. The results shows that the educational work developed at daycare is found too directed in caring, however, this supporting role view may overcome when caring is seen as a way to propitiate cognitive, physical and social development to all children. We also determined that teachers recognize the importance of including development Special Education Target Public children but point out many challenges facing this process, such as: lack of human and material resources, little training, isolated work with this child, little accessibility. Apart from that, we also verified that this early stimulation educational program is still unfamiliar to teachers at the regular system and the performed work is still guided by intuitive practice. We also made clear that disabled child’s insertion hasn’t brought significate changes in educators’ pedagogical practices. It’s pointed a necessity of a greater investment in teachers’ Kindergarten training, mainly in regards to working with a disabled child. SME needs to institute a training policy that really provides to educators theoretical and practical knowledge that promotes all children’s right to learning.
A estimulação precoce é o primeiro programa educacional dirigido às crianças público alvo da educação especial, na faixa etária de zero a três anos. Na Educação Infantil a estimulação precoce pode ser usada como uma forma de promover o desenvolvimento integral da criança público alvo da educação especial, que devido as suas características particulares necessitam de maior estimulação. Diante disso, esta pesquisa parte da seguinte problemática: Como a estimulação precoce tem sido trabalhada pelo professor de Educação Infantil para a promoção da inclusão de crianças público alvo da educação especial na creche? A hipótese levantada neste estudo é de que a estimulação precoce ainda é desconhecida pelos professores da rede regular da Educação Infantil. O objetivo geral foi compreender como é realizado o processo de estimulação precoce na prática pedagógica dos professores de crianças Público Alvo da Educação Especial, na idade de 0 a 3 anos, nos Centros Municipais de Educação Infantil (CMEIS), de Catalão – GO. Tomamos como referencial teórico a Psicologia Histórico-Cultural, pois vê a criança público alvo da educação especial com as mesmas possibilidades de desenvolvimento que a criança sem deficiência, só que irá desenvolvê-las de forma diferenciada, de forma mais lenta, por isso a necessidade do professor ser agente mediador desenvolvimento e aprendizagem. Participaram da pesquisa cinco professoras da rede municipal de Educação Infantil que possuíam em seus agrupamentos crianças público alvo da educação especial na faixa etária de zero a três anos. Os instrumentos metodológicos utilizados para desenvolver a pesquisa de campo foram a observação participante e a entrevista semiestruturada. E o exame dos dados coletados foi feito a partir da análise de conteúdo por meio da qual procuramos realizar um recorte dos dados, no sentido de identificar e destacar os aspectos em que a estimulação precoce se faz presente nas práticas pedagógicas do professor. Os resultados demonstram que o trabalho educativo desenvolvido na creche encontra-se muito voltado para a questão do cuidado, no entanto, essa visão assistencialista pode ser superada quando o cuidar passa a ser visto como uma forma de propiciar a todas as crianças um desenvolvimento de todas as suas capacidades cognitivas, físicas e sociais. Constatamos também que as professoras reconhecem a relevância da inclusão no desenvolvimento das crianças público alvo da educação especial, mas apontam várias dificuldades para que de fato esse processo se efetive como: falta de recursos humanos e materiais, pouco formação, isolamento no trabalho com a criança, pouca acessibilidade. Quanto à estimulação precoce verificamos que este programa educacional ainda é desconhecido pelas professoras da rede regular e que o trabalho realizado está pautado numa prática intuitiva. Evidenciamos que a inserção da criança com deficiência não trouxe mudanças significativas nas práticas pedagógicas das educadoras. Apontamos ainda a necessidade de um maior investimento na formação dos professores da Educação Infantil, principalmente no que se refere ao trabalho com a criança com deficiência. É preciso que a SME institua uma política de formação que realmente proporcione aos educadores conhecimentos teóricos e práticos que promovam o direito à aprendizagem de todas as crianças.

Ce travail de thèse a porté sur l’étiologie des leucémies aigües (LA) de l’enfant, et s’est concentré sur les questions (1) du risque de LA chez les enfants conçus par assistance médicale à la procréation (AMP) ; (2) du rôle protecteur d’une supplémentation maternelle en acide folique ; (3) du rôle protecteur de l’exposition précoce à des facteurs induisant une stimulation du système immunitaire ; (4) d’un effet protecteur des antécédents d’allergie sur le risque de LA de l’enfant. Les données analysées proviennent de l’étude cas-témoins française, ESTELLE, réalisée en 2010-2011. Les cas ont été identifiés par le Registre National des Hémopathies malignes de l’Enfant et les témoins ont été recrutés en population générale par téléphone, avec une stratification sur l’âge et le sexe. L’échantillon comportait 636 cas incidents de leucémie aiguë lymphoblastique (LAL), 100 cas incidents de leucémie aiguë myéloblastique (LAM), et 1421 témoins de moins de 15 ans. Les données ont été recueillies auprès des mères à l’aide d’un questionnaire téléphonique standardisé, identique pour les cas et les témoins. Les odds ratios (OR) ont été estimés par régression logistique non conditionnelle ajustée sur l’âge, le sexe, le niveau d’éducation maternel, la catégorie socio-professionnelle du foyer, et les facteurs de confusion potentiels. Nous n’avons pas observé d’augmentation du risque de LA chez les enfants dont la conception avait été difficile (OR=0,9[0,7-1,2]), ou avait nécessité la prise d'un traitement d’infertilité (OR=0,8[0,5-1,1]). La supplémentation préconceptionnelle en acide folique était inversement associée au risque de LA (OR=0,7[0,5-1,0]), sans spécificité de sous-type. Le risque de LAL était inversement associé aux infections banales avant l’âge de 1 an (OR=0,8[0,6-1,0]), à la fréquentation d’une crèche avant 1 an (OR=0,7[0,5-1,0]), à l'allaitement maternel (OR=0,8[0,7-1,0]) , et à des contacts réguliers avec les animaux domestiques à un âge précoce (OR=0,8[0,7-1,0]). En revanche, nous n’avons pas observé d’influence du mode d’accouchement sur le risque de LA. Enfin, les LA étaient inversement associées aux antécédents de rhinite allergique, d’eczéma, de dermatite atopique, d’allergie alimentaire; et d’asthme ou bronchite asthmatiforme traité par antihistaminique. Ces résultats ne sont pas en faveur d’un risque de LA associé aux techniques d’aide médicale à la procréation. Ils renforcent l’hypothèse d’un effet protecteur de la supplémentation préconceptionnelle en acide folique pour les LA. Enfin, ils apportent des arguments supplémentaires en faveur du rôle d’une stimulation précoce du système immunitaire dans la survenue des LAL
The aim of this study was to investigate whether the following factors: 1) conception by assisted medical procreation (AMP), 2) maternal folic acid supplementation, 3) factors related to early stimulation of the immune system, and 4) the history of allergy were related to the risk of childhood acute leukemia (CL). The data were obtained from the national registry-based case-control study, Estelle, carried out in France in 2010-2011. Population controls were recruited by random digit dialing, with quotas on age and sex. The sample included 636 cases of acute lymphoblastic leukemia (ALL), 100 cases of acute myeloblastic leukemia (AML), and 1421 controls less the 15 years old and frequency matched on age and sex. The data were collected by telephone interview of the mothers, using the same standardized questionnaire for cases and controls. Odds ratios (OR) were estimated using unconditional regression models adjusted for age, sex, maternal education, parental socioeconomic status , and potential confounders. We did not observe any increase in CL risk in children who were conceived with difficulty (OR=0,9[0,7-1,2]) or with the use of any fertility treatments (OR=0,8[0,5-1,1]). Preconceptional folic acid supplementation was inversely associated with CL (OR=0,7[0,5-1,0]), without subtype-specificity. Early common infections before 1 year (OR=0,8[0,6-1,0]), attendance to day-care before 1 year (OR=0,7[0,5-1,0]), breastfeeding (OR=0,8[0,7-1,0]) and regular contact with pets in the first year (OR=0,8[0,7-1,0]) were inversely associated with ALL. However, the mode of delivery was not associated with ALL. Finally, reported history of eczema, atopic dermatitis, food allergy, allergic rhinitis, asthma or asthmatic bronchitis treated with anti-histaminic was inversely associated with CL. Our findings do not suggest that fertility treatments are risk factors for CL. They suggest that folic acid supplementation during pregnancy may reduce the risk of CL. They also support the hypothesis that some conditions promoting the maturation of the immune system may decrease the risk of ALL

Les populations neuronales ont la capacité de s’organiser en réseaux qui produisent spontanément différents patterns d’activité électrique coordonnée. Au travers de leur activité synchrone, les réseaux immatures combinent les informations génétiques et les influences environnementales et contrôlent plusieurs processus neuro-développementaux dont la plasticité synaptique. Pendant le développement prénatal et post-natal précoce, ces activités électriques synchrones peuvent être générées au sein des cortex sensoriels eux-mêmes, des structures sous-corticales ou être évoquées par l’activité des organes sensoriels, elle-même spontanée ou provoquée par les stimuli sensoriels. Dans des travaux antérieurs, nous avons montré qu’un pattern EEG typique du prématuré, le « Delta-brush » (DB), qui associe une onde lente et des oscillations rapides, pouvait être évoqué dans les cortex primaires sensori-moteur, visuel et auditif par les mouvements spontanés et par les stimuli sensoriels correspondants. L’objectif de la présente étude, dédiée aux réponses corticales aux stimuli auditifs (click), était de préciser les caractéristiques spatio-temporelles des DBs évoqués ainsi que leur rapport avec des potentiels évoqués auditifs corticaux. Pour cela, les enregistrements EEG ont été réalisés en haute résolution (32 électrodes) chez 30 nouveau-nés prématurés de 30 à 38 semaines d’âge gestationnel sans risque neurologique et la position des électrodes a été recalée sur des IRM 3D acquises chez d’autres prématurés représentatifs des âges étudiés. L’analyse de population a montré une augmentation significative de la puissance spectrale après le stimulus dans toutes les bandes de fréquence allant du delta à gamma et située au niveau de la partie moyenne et postérieure du lobe temporal. Ces réponses du cortex temporal avaient une prédominance droite, étaient plus amples dans le sommeil calme et diminuaient en puissance avec l’âge. Le moyennage des réponses EEG a révélé que la composante lente du DB était une onde lente négative de grande amplitude qui culminait dans les régions temporales moyenne et postérieure à environ 550 et 700 ms respectivement. L’analyse temps-fréquence a confirmé la présence d’oscillations rapides dont les oscillations gamma, à partir du pic de l’onde lente et cohabitant avec cette dernière durant environ 700 ms. Ces résultats suggèrent que le DB évoqué par les stimuli auditifs correspond en fait à la composante lente tardive du potentiel évoqué auditif cortical du prématuré et qu’il regroupe des oscillations dans toutes les bandes de fréquence, gamma y compris, fréquence identifiée ici pour la première fois en réponse à un stimulus sensoriel chez le prématuré humain. Nous avons obtenu des résultats préliminaires similaires aussi dans une autre modalité sensorielle ; l’activité oscillatoire du DB évoqué contribue donc probablement à la maturation des cartes corticales et représente un biomarqueur potentiel du fonctionnement normal des cortex sensoriels chez le prématuré
At the early developmental stages, during the third trimester of gestation in humans and the first post-natal weeks in rodents, sensory neocortical areas reveal similar patterns of spontaneous correlated neuronal activity. In vitro and in vivo experiments indicate that these spontaneous activities are generated from neuronal networks in the cerebral cortex, in subcortical structures or in the sensory periphery (retina, limb jerks, whiskers). Spontaneous, periphery-driven and also sensory evoked activity is relayed to the developing cerebral cortex via the thalamus and the neocortical subplate, which amplifies the afferent sensory input. The patterns of sensory evoked activity were extensively studied in rodents, but in humans their spatiotemporal dynamics still remain elusive. In humans this developmental process happens during the second half of gestation: the major growing afferents from the thalamus spread within the transient subplate zone, relocate in the cortical plate, and form functional synapses with both transient and permanent neuronal populations. Characteristic immature activity patterns of “delta-brushes” (DBs) have been reported in the preterm temporal cortex following auditory stimuli. However, the spatiotemporal dynamics of these auditory-evoked DBs remain elusive. Here, we explored the electrophysiological responses evoked by click stimuli using 32-electrode EEG recordings in thirty premature infants from 30 to 38 postmenstrual weeks (PMW) of age. Electrodes position was digitalized and registered to 3D reconstructions of preterm heads and brains computed from MRI images of other age-matched groups. Population power spectrum analysis within the 2 seconds after stimulation revealed significant increase in all frequency bands from delta to gamma, located on the middle and posterior temporal regions with a right predominance and higher power increase in the quiet sleep. Time-frequency wavelet analysis also showed fast oscillations including gamma that begin at the peak of the delta waves and co-occur with it during a period of around 700 ms. Power of auditory evoked responses significantly decreased from 30 to 38 WPM in delta to alpha bands. These are the first report of gamma oscillations in preterm sensory evoked responses. Furthermore, average cortical auditory evoked potentials (CAEP) (processed with a mean reference and a 0.16 Hz high-pass filter) revealed high amplitude delta negative waves peaking successively from the middle to posterior temporal regions at around 550 and 700 ms. Altogether these results suggest that the auditory-evoked DBs in premature infants are a slow late component of the CAEP covering temporal regions and grouping fast oscillations notably gamma oscillations

O déficit na ingestão de proteína durante o período de rápido desenvolvimento do sistema nervoso central resulta em atrasos no desenvolvimento físico e cerebral, com conseqüências para o comportamento de ratos. Estudos mostram que prejuízos causados pela desnutrição podem ser parcialmente revertidos pelo enriquecimento ambiental e pela estimulação táctil. O enriquecimento ambiental aumenta a exploração no labirinto em cruz elevado (LCE), além de reverter alguns danos no cérebro de ratos desnutridos. O objetivo do presente trabalho foi comparar, em ratos desnutridos (D) e bem nutridos (C), os efeitos do enriquecimento ambiental (E) e da estimulação táctil (H) durante o período de formação do SNC (8 a 35 dias), através do desempenho no LCE aos 36 e 37 dias de idade. Os ratos foram divididos em dois diferentes grupos de acordo com a dieta: desnutridos (dieta com 6% de proteína) e controles (dieta com 16% de proteína). Também foram subdivididos em grupos conforme a manipulação ambiental: não estimulação (N), ambiente enriquecido (E), e estimulação táctil (H). A manipulação ambiental foi realizada nos períodos de 8 a 35 dias. Após os testes comportamentais os animais foram decapitados e tiveram o hipocampo e córtex occipital extraído para a análise de poliaminas através do método do HPLC, e o sangue foi retirado para a análise de corticosterona plasmática através da técnica de radioimunoensaio. Os dados evidenciaram que os animais D apresentaram menor peso corporal quando comparados com os animais C. A partir da exposição ao LCE, os resultados mostram que D permanecem uma maior porcentagem (p<0,05) de tempo e entram mais nos braços abertos em relação a C. Com relação às diferentes estimulações, os animais DE apresentaram uma menor percentagem (P<0,05) de tempo nos braços abertos quando comparados aos animais DH e animais DN. Os animais C apresentam uma atividade locomotora maior que D (p<0,05), demonstrado pelo maior numero de entradas nos braços fechados. Também foi possível verificar que D possui maiores níveis de corticosterona plasmática comparado a C. Também foi possível verificar que animais N possuem maior quantidade de espermidina (SPD), espermina (SPM) e SPD+SPM no hipocampo quando comparados com animais estimulados, independente da dieta a que foram expostos. Os dados do presente estudo sugerem que tanto a manipulação táctil como o enriquecimento ambiental amenizam as alterações produzidas pela desnutrição no comportamento de exploração dos braços abertos do LCE, além de alterarem a resposta de poliaminas no hipocampo durante a 2ª exposição ao LCE
Low protein ingestion during the brain growth spurt results in physical and cerebral deficits of development with long-lasting consequences for the behavior of rats. It has been show that impairments caused by protein malnutrition can be partially reverted by environmental enrichment and tactile stimulation. Environmental enrichment increases the exploration in the elevated plus-maze (EPM), and reverts some brain impairments produced by malnutrition. The objective of the present study was to compare effects of the environmental enrichment (E) and tactile stimulation (H) in malnourished (D) and well-nourished (C) rats, during the period of development of SNC (8 to 35 days), upon the behavior of rats in EPM at the ages of 36 and 37 days. The rats were divided in two different groups according to the diet: protein malnutrition (6% of protein) and controls (16% of protein). They were also subdivided according to the environmental manipulation: N, E and H. The environmental manipulation was accomplished from 8 to 35 days. After the behavioral tests, the rats were decapitated, and the hippocampus and occipital cortex removed for polyamines analysis by HPLC method, and the blood was collected for analysis of plasmatic corticosterone by radioimmunoassay technique. The results showed that D animals presented lower body weight than C animals. The EPM test showed that D animals enter and stay more time in the open arms than C animals (p<0.05). Regarding the different environmental stimulations, the DE animals presented a lower percentage of time in the open arms when compared to DH and DN animals (p<0.05). The C rats presents increases in the motor activity than D (p < 0.05), as demonstrated by higher number of closed arm entries Regarding the biochemical analysis it was showed higher levels of plasmatic corticosterone concentrations in D as compared to C animals. It was also showed that non-stimulated animals presented higher levels of spermidine (SPD), spermine (SPM) and SPD+SPM in the hippocampus when compared with stimulated ones, irrespective to the diet conditions. The present data suggest that both the tactile handling and the environmental enrichment reduced the behavioral alterations produced by early malnutrition in the exploration of the open arms in the EPM, as well as, altered the polyamines response in the hippocampus during the second trial in the EPM

This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.

The role of endogenous dopamine, utilizing a dopamine antagonist (fluphenazine; FLU), in modulation of gonadotropin, growth hormone (GH) and prolactin (PRL) secretion during the early postpartum period and various stages of the estrous cycle was investigated in Holstein cows. Experiment 1 was conducted in anovulatory early postpartum cows. Fluphenazine caused a decrease (P < .05) in mean serum LH concentration and LH pulse frequency. Likewise, FLU caused a (P < .05) decrease in mean GH concentration. These results suggest that endogenous dopamine, at least in part, is responsible for regulation of LH and GH secretion in anovulatory Holstein cows. Experiment 2 was conducted in cyclic lactating Holstein cows during the mid-luteal phase of the estrous cycle. Mean serum LH and FSH concentrations, pulse frequencies, and peak amplitudes did not change in response to FLU. FLU did not affect mean serum GH concentration. These results suggest that a dopamine-mediated mechanism for modulation of gonadotropin and GH secretion is absent or perhaps overridden by high progesterone concentration during the luteal phase of the estrous cycle in lactating dairy cows. Experiment 3 was conducted during the early follicular phase of the estrous cycle in Holstein cows. During the follicular phase, FLU caused a decrease (P < .05) in mean serum LH concentration and LH pulse frequency. However, FLU had no effect on mean serum FSH concentration or pulse frequency. Further, FLU increased (P < .05) GH concentrations during the follicular phase. Experiment 4 was conducted during the early ii metestrus phase of the estrous cycle. During the metestrus phase, FLU tended to decrease (P < .1) mean LH concentration and suppressed (P < .05) LH pulse frequency but had no effect on FSH secretion. Fluphenazine caused a transient increase (P < .05) in mean serum GH concentration. The results of the third and fourth experiments suggest that, during the early follicular and metestrus phases of the estrous cycle, when progesterone concentration is low, modulation of LH and GH secretion, at least in part, is modulated by endogenous dopamine. However, a dopamine mediated mechanism for FSH secretion is absent during both phases of the estrous cycle in lactating Holstein cows. In all experiments FLU increased (P < .01) PRL secretion indicating that endogenous dopamine suppresses PRL secretion in cattle regardless of ovarian status. It is concluded that: 1) endogenous dopamine plays a stimulatory role in LH secretion during the anovulatory postpartum period and during the estrous cycle only when serum progesterone is low. 2) FLU decreased GH secretion in anovulatory postpartum Holstein cows but it increased GH secretion during the follicular and metestrus phases of the estrous cycle. However FLU had no effect on GH secretion during the luteal phase of the estrous cycle. Thus it appears that, modulation of GH secretion is dependent upon reproductive status and ovarian hormones secretion.
Ph. D.

La réhabilitation respiratoire (RR) est recommandée dans la prise en soin des patients atteints d’un handicap ventilatoire afin d’améliorer leur qualité de vie. Malgré une efficacité clairement établie, très peu de patients en bénéficient et les modalités optimales d’entrainement restent à définir. L’utilisation des outils existants et des nouveaux outils pour optimiser l’accès au programme et ses effets représentent des développements majeurs qui méritent d’être évalués. Dans le cadre de cette thèse, nous avons cherché à aborder ces deux problématiques (1) en tentant de proposer un modèle de RR délocalisée hors des centres tout en évaluant les freins à ce modèle et (2) en explorant la place de différents adjuvants à la RR afin d’en optimiser les bénéfices. Dans la première partie, nous avons montré, à travers plusieurs études rétrospectives et une contribution originale prospective multicentrique, que le test stepper de six minutes peut être utilisé pour prescrire l’entrainement en endurance, particulièrement pour les patients présentant une forme légère à modérée de bronchopneumopathie chronique obstructive (BPCO), mais pas pour prescrire le renforcement musculaire. Par ailleurs, nous avons montré dans une population de 105 patients adressés en RR que l’utilisation d’un dispositif de telemonitoring était faisable, valide et largement accepté. Enfin, nous avons exploré la prévalence des dysfonctions cognitives, autre conséquence systémique de la BPCO qui pourrait compromettre la délocalisation du programme, et avons montré que cette prévalence était très élevée (environ 75% des patients) mais que ces troubles cognitifs pouvaient s’améliorer après la RR et ne semblaient pas influencer l’utilisation d’un dispositif de telemonitoring. Dans la seconde partie, nous avons évalué la place de différents adjuvants à la RR utilisés pour en potentialiser les bénéfices. Dans une étude en cross-over menée chez 21 patients atteints de BPCO, nous avons montré que la ventilation non invasive ne permettait pas d’améliorer la capacité à l’exercice en endurance en raison d’une limitation technologique du ventilateur. A travers une étude contrôlée randomisée multicentrique menée chez 73 patients atteints de BPCO sévère à très sévère, nous avons montré que la stimulation électrique excito-motrice à domicile, réalisée en plus d’un programme de RR, n’apportait pas davantage de bénéfices sur la qualité de vie ou la capacité à l’exercice. Enfin, à travers une étude randomisée en cross-over et en double aveugle menée chez 10 patients, nous n’avons pas pu montrer l’intérêt de la stimulation électrique nerveuse transcutanée pour améliorer leur capacité à l’exercice en endurance. Enfin, dans la dernière partie, nous avons présenté les recherches actuellement menées au sein de notre laboratoire, faisant suite aux contributions originales décrites au cours de cette thèse, ainsi que de nouvelles pistes de recherche afin de poursuivre les thématiques explorées. Ainsi, deux revues de littérature et méta-analyses (l’une d’elle portant sur le haut débit nasal et l’autre sur l’utilisation des technologies de santé avancées pour réaliser la RR respiratoire à domicile) serviront de base pour de futurs travaux
Pulmonary rehabilitation (PR) is recommended in the management of subjects with ventilatory impairment to improve their quality of life. Although a large body of evidence support its use, only few subjects benefit from it and the optimal training modality has not been determined yet. In this context, the use of new and existing tools to optimize access as well as the effects of the program are major developments that deserve to be studied. As part of this thesis, we sought to explore these two major issues (1) by considering a rehabilitation model relocated outside the PR centres while assessing the obstacles to this model and (2) exploring the effectiveness of different add-on to PR in further optimizing the benefits of the program. In the first part, we have shown, through several retrospective studies and an original prospective multicentre contribution, that the six-minute stepper test can be used to prescribe endurance training, particularly for those patients with a mild to moderate chronic obstructive pulmonary disease (COPD), but not to prescribe muscle strengthening. Furthermore, we have shown in a cohort of 105 subjects referred for PR that the use of a remote tele monitoring device was feasible, valid and widely accepted. Finally, we explored the prevalence of cognitive dysfunction, another systemic impairment of COPD that could compromise the relocation of the program, and showed that it was a very common condition (around 75% of the subjects) but that it could improve following PR and did not seem to influence the use of a remote tele monitoring device. In the second part, we evaluated the effects of different add-on used to potentiate the benefits of the PR program. In a cross-over study of 21 COPD patients, we showed that non-invasive ventilation did not improve endurance exercise capacity due to technological limitation of the ventilator. Through a multicentre randomized controlled study carried out in 73 patients with severe to very severe COPD, we have shown that neuromuscular electrical stimulation at home, performed in addition to a PR program, did not provide further benefits on quality of life or exercise capacity. Finally, through a randomized cross-over double-blind study carried out in 10 patients, we were unable to show the effectiveness of transcutaneous nerve electrical stimulation in improving their endurance exercise capacity. Finally, in a last part, we highlighted the research currently carried out in our laboratory following the original contributions described during this thesis, as well as new area of research in order to pursue the themes explored. Thus, two systematic reviews and meta-analysis (the first about nasal high flow therapy in subjects with stable COPD and the second about the use of advanced telehealth technologies to deliver PR) will serve as a basis for future research

by Andy Cheng Shu Kei.
Year shown on spine: 1997.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves [165-175]).
acknowledgements
abstract
Chapter chapter one --- introduction
Chapter 1.1 --- JUSTIFICATION OF RESEARCH --- p.1
Chapter 1.2 --- STRUCTURE OF THESIS --- p.4
Chapter chapter two --- literature review
Chapter 2.1 --- ANATOMY OF DIGITAL NERVE --- p.6
Chapter 2.2 --- FACTORS AFFECTING RESULTS OF SENSIBILITY RECOVERY --- p.10
Chapter 2.3 --- NEUROPHYSIOLOGY OF NERVE FIBRE / MECHANORECEPTORS --- p.16
Chapter 2.4 --- NEUROPHYSIOLOGY OF TACTILE STIMULATION --- p.20
Chapter 2.5 --- SENSIBILITY TESTING FOR FUNCTIONAL SENSIBILITY --- p.26
Chapter 2.5.1 --- SEMMES-WEINSTEIN MONOFILAMENT
Chapter 2.5.2 --- CONSTANT TWO-POINT DISCRIMINATION
Chapter 2.5.3 --- MOVING TWO-POINT DISCRIMINATION
Chapter 2.5.4 --- SELF EVALUATION
Chapter chapter three --- retrospective study of the sensibility recovery of peripheral nerve injuries
Chapter 3.1 --- INTRODUCTION --- p.38
Chapter 3.2 --- OBJECTIVES --- p.38
Chapter 3.3 --- METHODOLOGY --- p.38
Chapter 3.4 --- RESULTS --- p.42
Chapter 3.5 --- DISCUSSION AND IMPLICATION --- p.43
Chapter chapter four --- longitudinal study of the sensibility recovery of digital nerve injuries
Chapter 4.1 --- INTRODUCTION --- p.45
Chapter 4.2 --- OBJECTIVES --- p.45
Chapter 4.3 --- METHODOLOGY --- p.46
Chapter 4.4 --- RESULTS --- p.50
Chapter 4.5 --- DISCUSSION AND IMPLICATION --- p.57
Chapter chapter five --- "functional sensibility - normative values and correlation with age, sex,occupation and skin hardness in local chinese population"
Chapter 5.1 --- INTRODUCTION --- p.59
Chapter 5.2 --- OBJECTIVES --- p.60
Chapter 5.3 --- METHODOLOGY --- p.60
Chapter 5.4 --- RESULTS --- p.64
Chapter 5.5 --- DISCUSSION AND IMPLICATION --- p.84
Chapter chapter six --- prospective randomised study of early tactile stimulation in digital nerve injuries
Chapter 6.1 --- INTRODUCTION --- p.87
Chapter 6.2 --- OBJECTIVES --- p.88
Chapter 6.3 --- METHODOLOGY --- p.89
Chapter 6.4 --- RESULTS --- p.95
Chapter 6.5 --- DISCUSSION AND IMPLICATION --- p.115
Chapter chapter seven --- conclusions and recommendations
Chapter 7.1 --- CONCLUSIONS --- p.121
Chapter 7.2 --- RECOMMENDATIONS --- p.125
appendices
Chapter I --- INSTRUCTION MANUAL FOR ASSESSING FUNCTIONAL SENSIBILITY --- p.126
Chapter II --- CLASSIFICATION OF LEVEL OF FINGER DEXTERITY IN WORK --- p.129
Chapter III --- RANDOM TABLE IN MAIN STUDY --- p.132
Chapter IV --- SCHEMATIC DIAGRAM OF INTERNAL STRUCTURE OF TACTILE STIMULATOR --- p.133
Chapter V --- CONSENT FORM --- p.134
Chapter VI --- ASSESSMENT FORM IN RETROSPECTIVE STUDY --- p.135
Chapter VII --- ASSESSMENT FORM IN LONGITUDINAL AND MAIN STUDY(LEFT HAND) --- p.137
Chapter VIII --- ASSESSMENT FORM IN LONGITUDINAL AND MAIN STUDY(RIGHT HAND) --- p.138
Chapter IX --- ASSESSMENT FORM IN CORRELATIONAL STUDY --- p.139
Chapter X --- INTER-RATER VARIATION IN ASSESSING SENSIBILITY RECOVERY IN LONGITUDINAL STUDY --- p.140
Chapter XI --- NORMATIVE VALUES OF FUNCTIONAL SENSIBILITY AND SKIN HARDNESS --- p.142
Chapter XII --- INTER-RATER VARIATION IN ASSESSING SENSIBILITY RECOVERY IN MAIN STUDY --- p.162
references

From birth and throughout their lives, dogs experience a variety of potentially stressful stimuli. Early neurologic stimulation (ENS) is believed to improve the ability of animals to handle stress, however its effects on dogs have not yet been fully explored. This study aimed to evaluate the effects and potential welfare implications of providing ENS to puppies in commercial breeding kennels. Seventy-six puppies, comprising two cohorts in one kennel were studied. Puppies were assigned to one of three treatment groups: ENS, held, or control, and then were marked for identification, and handled daily Monday through Saturday for 21 days, beginning on day three post-partum. ENS puppies received five “Bio Sensor” exercises (Battaglia, 2009). Puppies in the held treatment group were held for 30 seconds, which was the same length of time that was required to apply the Bio Sensor exercises to ENS treated puppies. Control puppies received identification marks daily and health assessments weekly, but otherwise were handled as normal for the breeder’s management plan. To evaluate treatment effects on physical health, all puppies received physical health assessments weekly, and additionally before and after transport to a distributor. To evaluate effects of treatment on behavioral responses to stressors, puppies were assessed shortly before and after transport (a known stressor), using three stranger approach tests and a 3-minute isolation test. Puppies were found to be generally healthy and clean throughout the study. A three-way interaction was observed between treatment, sex, and week of life, which affected puppies’ weights over the first eight weeks of life at the breeder’s kennel prior to the application of stressors (p = 0.006). Female ENS puppies were found to weigh more than their held and control counterparts, while for male puppies, held and control puppies weighed more than ENS puppies. A two-way interaction was observed between treatment and isolation on behavior for a single step of the multi-step stranger approach test performed at the breeder’s kennel (p = 0.025). While more puppies showed affiliative behavioral responses to the experimenter reaching for them after isolation than before, the change was greater in ENS and held treatment groups than controls. Treatment also directly affected the time puppies spent performing fearful behavior during the isolation test (p = 0.041). Handled puppies spent more time performing fearful behaviors than control puppies. No other significant effects of treatment were observed for the behavioral or physical health parameters measured. However, the finding that ENS and held-groups tended to show greater increases in the number of puppies displaying affiliative behavior than controls (though it was only significant for one step) suggests that handling treatments primed puppies to view people as a form of social support during stress. The additional finding that ENS and held group puppies spent more time performing fearful behaviors (e.g., escape attempts, low postures) during isolation than control puppies, further supports this theory. While these results do not support the purported effects of ENS, they indicate that early handling may still benefit puppies by providing them positive interactions with humans. These interactions potentially prime developing puppies to view humans as safe sources of social support, perhaps increasing their likelihood of forming secure attachments with people later in life. Further, findings from this study suggest that simply holding puppies daily for short periods may be sufficient to produce beneficial effects. Future studies should incorporate measures of recovery in response to stress testing puppies receiving ENS treatment and should consider evaluating ENS in conjunction with attachment theory to provide more information on the potential welfare effects of early handling of puppies in commercial breeding and other kennel types.

The effects of early sensory experience on the development of central nervous system structures and behavior are the focus of much ongoing research. Previous studies have demonstrated that exposing animals to sensory enriched environments produced significant changes in the nervous system and accelerated and improved the development of complex cognitive behaviors such as learning and memory; however the long-term effects of sensory enriched environments on the nervous system and behavior remain unknown. In this study, I investigated the long-term effects that an enhancement in mechanosensory experience produced on adult behavior and glutamate receptor-1 (GLR-1) distribution in the nematode Caenorhabditis elegans (C elegans). I found that C. elegans exposed to an enhancement in mechanosensory stimulation exhibited different behavioral and molecular outcomes depending on the temporal pattern of mechanosensory stimulation, the age of the worm stimulated and the age of the worm tested. Early spaced mechanosensory stimulation at a long inter-stimulus interval produced two independent behavioral effects, an early enhancement at 3 days followed by a depression at 5 days. Both behaviors were dependent on glutamate activity and were associated with a positively correlating change in both glutamate receptor-1 protein distribution and mRNA levels. The 3 day behavioral enhancement was not observed when spaced mechanosensory stimulation was delivered later in larval development, suggesting a critical period for these effects early in larval development. There appeared to be no critical period for the depressed behavioral response observed at 5 days; however only the depressed behavioral response of 5 day old worms was found to be sensitive to reconsolidation blockade. These results suggest that early mechanosensory stimulation produces two independent effects in adult worms: an early developmental effect in 3 day old worms which is mediated by one cellular event and a long-term memory effect at 5 days which is mediated by a separate cellular phenomenon. The results from this study have provided novel information into the long-term effects that an enhancement in early sensory experience had on the behavior and molecular properties of the adult nervous system, and provided the foundation for future research in this field.
Medicine, Faculty of
Graduate

abstract: Schizophrenia, a debilitating neuropsychiatric disorder, affects 1% of the population. This multifaceted disorder is comprised of positive (hallucinations/psychosis), negative (social withdrawal/anhedonia) and cognitive symptoms. While treatments for schizophrenia have advanced over the past few years, high economic burdens are still conferred to society, totaling more than $34 billion in direct annual costs to the United States of America. Thus, a critical need exists to identify the factors that contribute towards the etiology of schizophrenia. This research aimed to determine the interactions between environmental factors and genetics in the etiology of schizophrenia. Specifically, this research shows that the immediate early gene, early growth response 3 (EGR3), which is upregulated in response to neuronal activity, resides at the center of a biological pathway to confer risk for schizophrenia. While schizophrenia-risk proteins including neuregulin 1 (NRG1) and N-methyl-D-aspartate receptors (NMDAR’s) have been identified upstream of EGR3, the downstream targets of EGR3 remain relatively unknown. This research demonstrates that early growth response 3 regulates the expression of the serotonin 2A-receptor (5HT2AR) in the frontal cortex following the physiologic stimulus, sleep deprivation. This effect is translated to the level of protein as 8 hours of sleep-deprivation results in the upregulation of 5HT2ARs, a target of antipsychotic medications. Additional downstream targets were identified following maximal upregulation of EGR3 through electroconvulsive stimulation (ECS). Both brain-derived neurotrophic factor (BDNF) and its epigenetic regulator, growth arrest DNA-damage-inducible 45 beta (GADD45B) are upregulated one-hour following ECS in the hippocampus and require the presence of EGR3. These proteins play important roles in both cellular proliferation and dendritic structural changes. Next, the effects of ECS on downstream neurobiological processes, hippocampal cellular proliferation and dendritic structural changes were examined. Following ECS, hippocampal cellular proliferationwas increased, and dendritic structural changes were observed in both wild-type and early growth response 3 knock-out (Egr3-/-) mice. Effects in the number of dendritic spines and dendritic complexity following ECS were not found to require EGR3. Collectively, these results demonstrate that neuronal activity leads to the regulation of schizophrenia risk proteins by EGR3 and point to a possible molecular mechanism contributing risk for schizophrenia.
Dissertation/Thesis
Doctoral Dissertation Neuroscience 2020

碩士
中國醫藥大學
醫學研究所
92
The purpose of this study to investigate the effect of somatic q-burst stimulation on expression of early phase long-term potentiation ( LTP ) induced by 1 train of tetanus stimulation comprising 100 pulses at 100 Hz, at CA1 synapses in rat hippocampus, and the underlying cellular mechanisms. Standard electrophysiological technique for field-potential recording in hippocampal slices was employed. A glass recording electrode ( filled with 3M NaCl, 3-5 MW ) was positioned in stratum rediatum, and two bipolar stainless stimulating electrodes were positioned in stratum radiatum for stimulation of Schaffer collateral branch fibers ( S1 ) and in alveus for eliciting of antidromic spike of pyramidal cells ( S2 ). We first confirmed that, while single train of tetanus stimulation ( TS ) at 100 Hz ( 100 pulses ) delivering via S1 only induced early phase LTP that started decaying to baseline level 60 minutes after high frequency stimulation ( E-LTP = 125.2 ± 5.40 % ,n=10, p < 0.05, paired t-test ) , 5 and 9 trains of TS at 100 Hz induced late phase LTP that could last for at least 270 minutes ( respectively, 126.3 ± 9.44 %, n=8, p < 0.05；151.9 ± 17.45 %, n=8, p < 0.05, paired t-test ). Early phase-LTP induced by single train of TS via S1 was consolidated to late phase-LTP if somatic spiking was antidromically elicited 20 mins after TS using theta-burst stimulation ( TBS ) paradigm delivered through S2. L-LTP was also induced by single train of TS via S1 when somatic spiking elicited using TBS via S2 was given 60 mins after TS. Only E-LTP was induced if interval between TBS-TS was increased to 120 mins. Similar results were obtained when the temporal order of TS and TBS was reversed. Application D,L-APV ( 50 μM ), an NMDA receptor antagonist, has no effect on the consolidation of early phase-LTP to late phase-LTP by somatic θ-burst stimulation, suggesting a NMDA receptors independent mechanism is involved. The effect of somatic TBS was blocked upon bath application of Nimodipine, the antagonist of L-type voltage-gated calcium channels ( VGCC ), and blocker of protein kinase C ( PKC ) pathway, suggesting influx of calcium into cytoplasm via VGCC during somatic TBS which in turn activate PKC are crucial factors for consolidation of early phase LTP induced by single strain of TS into late phase LTP. Taken together, the results of this study provide information on temporal profile of signal molecules generated in soma by somatic spiking which trigger further synthesis of new signal molecules and consolidate E-LTP at tagged synapses to L-LTP. The above process require influx of calcium into soma of pyramidal cells via L-type VGCC, and activation of PKC.

This study was conducted in order to assess the effects of cognitive stimulation in early childhood. The quantitative study set out to test a target group of 40 children, ranging in age from two years to three and a half years, in order to determine the importance of stimulation and intervention from a young age. A pre-test evaluated the initial level of each child‟s cognitive abilities (mathematics, literacy and life skills). This was followed by a random selection of the subjects into experimental and control groups. The experimental group underwent an eight-week intervention programme which focused on the primary concepts in each area of cognitive development. The control and experimental groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children is significant and there is a great difference in the abilities and understanding of concepts for those children which were stimulated individually, as compared with those children who were not so stimulated.
Teacher Education
M. Ed. (Psychology of Education)

The preverbal period of infancy is characterized by the absence of receptive and expressive verbal communication and substantial reliance on nonverbal forms of communication. Although nonverbal behavior is believed to be particularly salient to infants during early infancy, little is known about the nonverbal strategies that mothers employ when attempting to influence their infants' behavior or state of arousal, or about infants' nonverbal behavioral reactions to such stimulation. The two studies comprising this dissertation aimed to examine contextual, developmental, and birth status effects on the expressions of maternal and infant nonverbal behavior. In Study 1, maternal tactile-gestural stimulation and infants' gaze and affect were assessed during four brief interaction periods. Contextual variations to the interaction were introduced by: (a) providing different instructions to mothers on the behavior/state to elicit from their infants, and (b) varying the method by which mothers attempted to accomplish these goals (uni-modal touch only vs. multi-modal). Two within modality comparisons were conducted to evaluate whether the instructions to mothers to modify their infants' behavior/state of arousal actually influenced mothers' tactile-gestural behavior and infants' gaze and affect. A subsequent comparison between the uni-modal and multi-modal groups was then conducted to specifically examine whether, and in what way, mothers' and infants' nonverbal behaviors differed when these identical instructions were attempted in different ways. Within each of these comparisons, developmental differences were assessed by examining infants at 3�$1�

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated.
Psychology of Education
D. Ed. (Psychology of Education)