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COVID-19 and child development: educational material for family members

Abstract

Objectives:

to describe methodological procedures, theoretical foundation, activities and guidelines that compose an educational material designed for family members with a focus on the development of babies and children from 0 to 5 years old during the pandemic period.

Methods:

methodological research was applied to the preparation and validation of the educational material. The elaboration involved a literature review, graphic material creation and a validation by experts.

Results:

the literature review provided materials and background on child development principles and forms of stimulation through the realization of child occupations. The stage of validation by specialists provided a greater degree of reliability regarding the potential to stimulate activities and adequacy of the written elements of the material.

Conclusions:

the methods employed made it possible to develop, evaluate and improve the educational material, ensuring greater quality to guide and assist families in the daily stimulation of their children and in the management of occupational disruption. The material can also be useful for education and health professionals, support undergraduate education and/or university extension activities that focus on child development.

Key words
Child development; Child health; Health education; COVID-19

Resumo

Objetivos:

descrever os procedimentos metodológicos, a fundamentação teórica, as atividades e orientações que compõem material educativo elaborado para familiares, com foco no desenvolvimento de bebês e crianças de 0 a 5 anos no período da pandemia.

Métodos:

pesquisa metodológica aplicada à elaboração e validação de um material educativo. A elaboração envolveu as etapas de revisão da literatura, de criação gráfica e de validação por especialistas.

Resultados:

a revisão da literatura proveu materiais e fundamentação sobre princípios e marcos do desenvolvimento infantil e formas de estimulação por meio da concretização das ocupações infantis. A etapa de validação por especialistas forneceu maior grau de confiabilidade quanto ao potencial de estimulação das atividades e adequação da expressão escrita do material.

Conclusões:

os métodos empregados permitiram desenvolver, avaliar e aperfeiçoar o material educativo garantindo maior qualidade para orientar e assistir as famílias na estimulação diária dos filhos por meio do manejo das ocupações que foram interrompidas. O material pode ser útil para profissionais da educação e saúde, apoiar no ensino de graduação e/ou em atividades de extensão universitária que tenham o foco no desenvolvimento infantil.

Palavras-chave
Desenvolvimento infantil; Saúde da criança; Educação em saúde; COVID-19

Introduction

Since the end of 2019, the coronavirus (COVID-19) pandemic, abruptly, imposed to people the experience of living under privation of occupational opportunities. Thus, a significant part of the population daily experience the loss of opportunity of access to education and job, buildings, libraries, public and recreational spaces, moving freely inside their own communities, travelling to other cities, states and/or countries. Such privation and losses were already experienced by disabled people, or people that live marginalized by poverty conditions, by racism, among others.11. Hammeil KW. Engagement in living during the Covid-19 pandemic and ensuing occupational disruption. [Internet], 2020. [acesso 5 set 2020]. Disponivel em:http://caot.ca/document/7179/Ensuring%20occupational%20disruption.pdf?fbclid=IwAR0Gocd3XIPpEME4 wbPrJ2CnsIuY_WzIBBt6NncdCYoDgl4k8rAG6-cKEU
http://caot.ca/document/7179/Ensuring%20...

Social isolation constitutes a global recommendation to COVID-19 infection22. WHO (World Health Organization). Coronavirus disease (COVID-19) advice for the public. [Internet], 2020. [acesso 5 set 2020]. Disponivel em: https://www.who.int/emergencies/diseases/novelcoronavirus2019/advice-for-public
https://www.who.int/emergencies/diseases...
and Occupational Therapy has the compromise of both supporting this recommendation and promoting awareness of how the interruption of daily occupations may affect physical, mental and occupational health, as well as conducting alternatives to manage this interruption.33. Mynard L. Normal life has been disrupted. Managing the disruption caused by COVID-19. An Occupational Therapy Guide I. [Internet], [acesso 5 set 2020]. 2020. Disponivel em: https://otaus.com.au/publicassets/af4690026f6aeal 19404005056bel3b5/OT%20Guid%20COVID-19%20March%202020.pdf?246d3087-7f6d-eall-9404-005056bel3b5
https://otaus.com.au/publicassets/af4690...

Specifically in relation to child population, the recommendation of social isolation paralyzed the attendance to schools, eliminated the coexistence with friend, locked parks, and cancelled cultural and sportive activities, interrupting usual ways of concretization of such occupations as studying, coexisting with relatives outside of the domestic nucleus, playing and leisure. Therefore, it is essential the awareness of how this interruption may affect mental and occupational health of people and why this occupations need to be resized, so that continuity of development and learning occur.33. Mynard L. Normal life has been disrupted. Managing the disruption caused by COVID-19. An Occupational Therapy Guide I. [Internet], [acesso 5 set 2020]. 2020. Disponivel em: https://otaus.com.au/publicassets/af4690026f6aeal 19404005056bel3b5/OT%20Guid%20COVID-19%20March%202020.pdf?246d3087-7f6d-eall-9404-005056bel3b5
https://otaus.com.au/publicassets/af4690...
Although, the family context needs to be considered while approaching measures for managing the interruption of typical childhood occupations.

Researchers have been demonstrated that resilience in face of a crisis is essential in facing it, and the style of coping based on what is needed to be done in face of a problem is associated with lower anxiety and health problems levels.44. Summerfield D. The invention of post-traumatic stress disorder and the social usefulness of a psychiatric category. Brit Med J. 2001;322:95-8. Wilcock55. Wilcock AA. Occupation for Health. Brit J Occup Ther. 1998; 61(8): 340-5. refers that it is impossible to imagine human life without doing, once people are constantly doing something with some personal purpose or for others. Historically, human evolution resulted from continuous and progressive actions that made possible the species to survive.55. Wilcock AA. Occupation for Health. Brit J Occup Ther. 1998; 61(8): 340-5. In accordance with what was done and/or how was done reverberated in stimulation, entertainment and health, or in depression, alienation and stress: “doing or not doing are powerful determinants of wellbeing or disease” (p.3).5

Rodger and Zivian66. Rodger S, Ziviani J. Children, their environments, roles and occupations in contemporary society. In: S Rodger, J Ziviani. Occupational therapy with children: understanding children’s occupations and enabling participation. Oxford, UK: Blackwell Publishing; 2006. p. 3-18. indicate that occupations provide a sense of purpose, act in time and space organization and constitute an alternative for development and expression of identity. Occupations have been classified as self-care, work/productivity or school, leisure or playing, and spirituality. The variations arises from what is typical for each age cycle, for example, work/productivity for adults and school and play for children. The way children see themselves and the world is directly associated with the roles they assume. As the child acquires roles such as student, brother/sister or a being that plays, occupies a position or status, he/she also acquires a social identity and obligations that are experimented and related by means of what and how he/she does.

Therefore, the occupations and occupational roles provide structure for children, being important that there is balance of engagement regarding occupations and their respective roles. The excessive engagement will reverberate in excessive demands, role conflicts, stress, boredom and demotivation, which can lead to occupational under-engagement. On the other hand, when an individual cannot perform the occupations and roles he/she desires, due to a disease, deficiency, deficits in skills and/or because of circumstantial conditions that impair or preclude, Rodger and Ziviani66. Rodger S, Ziviani J. Children, their environments, roles and occupations in contemporary society. In: S Rodger, J Ziviani. Occupational therapy with children: understanding children’s occupations and enabling participation. Oxford, UK: Blackwell Publishing; 2006. p. 3-18. refer to a occupational and/or occupational roles disruption. Occupational therapists work with children whose occupations and occupational roles had been perturbed or interrupted.66. Rodger S, Ziviani J. Children, their environments, roles and occupations in contemporary society. In: S Rodger, J Ziviani. Occupational therapy with children: understanding children’s occupations and enabling participation. Oxford, UK: Blackwell Publishing; 2006. p. 3-18.

Thibeault77. Thibeault R. Occupation and the rebuilding of civil society: notes from the war zone. Journal of Occupational Science. 2002; 9: 38-47. affirms that the process of rebuilding of life and promotion of wellbeing, after episodes of interruption of occupations, requires the awareness on both self-care and care for others; for the experience of feelings of belonging, connection, pleasure, hope, feeling of coherence, continuity, purpose and meaning; for the involvement in roles and occupations that are significant and valorized for each one individual.

Health professionals frequently provide educational materials to the target population of distinct interventions, although not necessarily had received specific guidance for the preparation of it. These educational materials provide to people the remembrance of information whenever it is needed, favor fixation and permanence of the message, have flexibility in access time and easy portability.88. Hoffmann T, Worrall L. Designing effective written health education materials: Considerations for health professionals. Disabil Rehabil. 2004; 26 (19): 1166-73.

In the current COVID-19 pandemic, it is essential that the transfer of knowledge to the population about the best practices for the mitigation of the effects of social life privation occurs in a similar or faster pace than the aggravation of pandemic. It is known that the dissemination of traditional scientific publication in websites or electronically is slow, and social networks had accelerated this process.99. Chan A, Nickson CP, Rudolph JW, Lee A, Joynt GM. Social media for rapid knowledge dissemination: early experience from the COVID-19 pandemic. Anaesthesia. 2020; 75(12): 1579-82. At the same time, educational material, besides having free access, needs to contain key-information in a clear and practical way.99. Chan A, Nickson CP, Rudolph JW, Lee A, Joynt GM. Social media for rapid knowledge dissemination: early experience from the COVID-19 pandemic. Anaesthesia. 2020; 75(12): 1579-82.

Researches have been pointed at the existence of educational materials whose reading is hard, compromising comprehension and storage of information by people.88. Hoffmann T, Worrall L. Designing effective written health education materials: Considerations for health professionals. Disabil Rehabil. 2004; 26 (19): 1166-73. Besides the adequacy of writing style, the objective itself of the material needs to be evident so that the reader becomes interested and pays attention to the reading. Written materials that provides information on “how to do” are recommended for people are interested for and/or need information that help them in solving their problems and/or improve their own wellbeings.88. Hoffmann T, Worrall L. Designing effective written health education materials: Considerations for health professionals. Disabil Rehabil. 2004; 26 (19): 1166-73.

The present study, recognizing the ethical commitment of making accessible to the public scientific knowledge for relatives of children who suddenly suffered the interruption of their occupations due to COVID-19, provides an educational online material composed by activities and guidelines for relatives to perform with their children at home. The proposition of activities and guidelines constitute a resource for managing child occupations that ceased to be performed in their usual manner and for stimulation of the development of child population.

Methods

Methodological research, according to Polite and Beck1010. Polit DF, Beck CT. Tipos específicos de pesquisa. In: Polit DF, Beck CT. Fundamentos de pesquisa em enfermagem: avaliação de evidencias para a prática de enfermagem. 7 ed. Porto Alegre, RS: Artmed; 2011. p. 316-38. definition “Methodological studies assess development, validation and evaluation of tools and research methods (p.330)”. According to Polite and Beck1010. Polit DF, Beck CT. Tipos específicos de pesquisa. In: Polit DF, Beck CT. Fundamentos de pesquisa em enfermagem: avaliação de evidencias para a prática de enfermagem. 7 ed. Porto Alegre, RS: Artmed; 2011. p. 316-38. “most of methodological studies are not experimental and frequently focused on the development of new instruments”1010. Polit DF, Beck CT. Tipos específicos de pesquisa. In: Polit DF, Beck CT. Fundamentos de pesquisa em enfermagem: avaliação de evidencias para a prática de enfermagem. 7 ed. Porto Alegre, RS: Artmed; 2011. p. 316-38. In the present study, the focus was on elaborating and validating an educational manual according to Echer’s description.1111. Echer IC. Elaboração de manuais de orientação para o cuidado em saúde. Rev Latino-Am Enferm. 2005; 13(5): 754-7. In this way, the material was elaborated in three stages: Stage 1 : literature review for constituting theoretical foundation about child development and ways of stimulating this development by means of concretization of child occupations; Stage 2: graphic material creation; Step 3 : validation of the material by specialists.

Stage 1: Review and theoretical foundation

The literature review was performed according to Grant and Booth.1212. Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal. 2009; 26: 91-108. This means an investigation of recent literature that does not involve terms and chronology parameters, for the replication of review is not predicted, but the collection of materials that are adequate to the investigated theme. The assessment occurred in websites of international and national associations of occupational therapy, in the World Health Organization website, in the Centers for Disease Control and Prevention website, in the Brazilian Ministry of Health website, in Scielo.org and Pubmed databases, besides Google Scholar.

The searches were performed by means of the terms “child development”, “development milestones”, “child stimulation”, “child occupations”. Of the material found, official documents, scientific articles and books that provided knowledge on principles and milestones in child development and about ways of stimulating development by means of concretization of child occupations. From this knowledge, activities and guidelines were defined and took part in the conception of the educational material

Stage 2: graphic material creation

The creation of graphic material occurred after defining activities and guidelines to be included in the educational material. Based on the literature found, the authors conceived a text production that was forwarded to a designer. The designer created the graphic material by means of typesetting and designing of the text. Typesetting consisted in the choice for type, size and color of the font used, line and paragraph spacing, limits of margins and the type of program to be used in the creation/edition and exhibition of the graphic presentation. The designing included, along with the typesetting, the visual planning of the communication to be expressed in the educational material, that is, the planning of the visual aesthetics the text should present once it acts as a discourse that lacks a specific language and a meaning network.1313. Souza Â, Pellanda LC. A diagramação de textos científicos tornou-se urna atividade secundaria? Rev HCPA. 2010; 30 (2): 196-197.

Stage 3: Validation of the material

According to Echer,1111. Echer IC. Elaboração de manuais de orientação para o cuidado em saúde. Rev Latino-Am Enferm. 2005; 13(5): 754-7. the validation of manuals focused on healthcare should be executed in many stages of analysis, being the first one constituted by health professionals and professionals from related fields, specialized in the theme. In sequence, the process should be executed by possible users of the manual. The contribution of experts in the theme – because they have knowledge, experience and interests that may differ, complement or question the perspective of the creators of the material – favors the creation of a material that meets the actual demands and expectations of the target public. Altogether, the stages make possible that the material becomes uniform and make health care practices official.1111. Echer IC. Elaboração de manuais de orientação para o cuidado em saúde. Rev Latino-Am Enferm. 2005; 13(5): 754-7.

The material described and elaborated in this article was analyzed by eight experts in the theme, from different professional categories, namely: four pedagogues that act in early childhood education, two occupational therapists that act in the infant rehabilitation field, a pedagogue that is a pedagogic coordinator of elementary and early childhood learning, a physical educator that is a teacher and coordinator in the physical education sector of a municipal secretary of education. The professionals had virtual access to the material and answered a questionnaire created in Google Forms. The questionnaire had a question regarding the potential of activities to stimulate infant development and other about the clearness of reading and description of activities.

Once the material was composed for activities grouped by months and years of life, the two questions of the questionnaire were made for each one of the age groups, being the answers distributed in a Likert scale, which corresponded to: 1. Totally disagree, 2. Disagree, 3. Neutral, 4. Agree and 5. Totally agree. Besides that, there was a field for the professional to justify his/her answers and give his/her opinion, criticism or suggestion. The professionals did not need to identify themselves, ensuring privacy for the expression of ideas.

Results and Discussion

Educational material,1414. Figueiredo MO, Alegretti AL. Atividades para familiares realizarem com os filhos em casa. São Carlos: UFSCar/CPOI, 2020. ISBN: 978-65-86558-04-3. Disponivel em: http://www.sibi.ufscar.br/arquivos/atividades-para-familiares-realizarem-com-os-filhos-em-casa.pdf
http://www.sibi.ufscar.br/arquivos/ativi...
presented in online format with thirteen colored pages, composed by text and illustration content. The theoretical foundation of the educational material, obtained through literature review, and that determined the selection of activities and guidelines refers to principles and milestones of child development and ways of stimulating child development in infants from 0 to 5 years, by means of concretization of child occupations.

Therefore, in order to elaborate the material, it was considered that child development constitutes a sequential process of neural and sensorial maturation, physical growth, acquisition of motor, cognitive, affective social and communication skills. Such process is started in intrauterine life and continues in postpartum,1515. Noer C, Halpern R. O pediatra e a promoção do desenvolvimento infantil: otimizando a consulta. Residencia Pediátrica.2018; 8(3): 156 - 162.,1616. Silk JS, Redcay E, Fox, NA. Contributions of social and affective neuroscience to our understanding of typical and atypical development. Dev Cogn Neurosci. 2014; 8: 1-6. being influenced by biological, environmental and socioeconomic factors.1717. Amorin RCA, Laurentino GEC, Barros KMFT, Ferreira, ALPR, Moura Filho AG, Raposo MCF. Programa de saúde da familia: proposta para identificação de fatores de risco para o desenvolvimento neuropsicomotor. Rev Bras Fisioter. 2009; 13(6): 506-13. In this way, changes and acquisitions occur sequentially through time, comprehending development milestones.1818. Papalia DE, Olds SW, Feldman RD. Desenvolvimento Humano. 8 ed. Porto Alegre: ARTMED Editora S.A; 2006. These milestones can be observed in babies and children, constituting indicators for the follow up of each age cycle.1919. CDC (Centers For Disease Control And Prevention). Learn the Signs. Act Early. [Internet], 2020. [acesso 5 set 2020]. Disponivel em: https://www.cdc.gov/ncbddd/actearly/ index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc .gov%2Factearly%2Findex.html
https://www.cdc.gov/ncbddd/actearly/ ind...

Papalia and Olds1818. Papalia DE, Olds SW, Feldman RD. Desenvolvimento Humano. 8 ed. Porto Alegre: ARTMED Editora S.A; 2006. refer the main milestones of typical motor and cognitive development milestones during the so called early childhood (0 to 3 years) and middle childhood (3 to 6 years). In addition, Rosa Neto2020. Rosa Neto F. Manual de avaliação motora. Porto Alegre: Artmed; 2002.,2121. Rosa Neto F. Manual de avaliação motora: intervenção na educação infantil, ensino fundamental e educação especial. 3 ed. rev. Florianópolis: DIOESC; 2015. presents child development by means of acquisitions related to fine motor skills, global motor skills, balance, body scheme, spatial organization, temporal organization and language. In Table 1, these milestones and acquisitions are synthetized, and have been used as referential to the selection and disposition of activities and guidelines of the educational material by age cycles.

Table 1
Milestones and acquisitions of Child development.

In this way, activities and guidelines contained in the educational material are focused on the stimulation of motor and cognitive skills, according to development milestones as referred by Papalia and Olds1818. Papalia DE, Olds SW, Feldman RD. Desenvolvimento Humano. 8 ed. Porto Alegre: ARTMED Editora S.A; 2006. and “CDC’s Developmental Milestones”.1919. CDC (Centers For Disease Control And Prevention). Learn the Signs. Act Early. [Internet], 2020. [acesso 5 set 2020]. Disponivel em: https://www.cdc.gov/ncbddd/actearly/ index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc .gov%2Factearly%2Findex.html
https://www.cdc.gov/ncbddd/actearly/ ind...
The activities proposed, in a higher or lower level, require fine and gross motor skills, body scheme, spatial organization, temporal organization and language, and due to this, may be stimulators of these skills and acquisitions, based on definition proposed by Rosa Neto2020. Rosa Neto F. Manual de avaliação motora. Porto Alegre: Artmed; 2002.,2121. Rosa Neto F. Manual de avaliação motora: intervenção na educação infantil, ensino fundamental e educação especial. 3 ed. rev. Florianópolis: DIOESC; 2015. and “Help®...at Home 0-3”.2222. Warshaw SP. HelpV́...at Home 0-3. Developmental Support and Information. Handouts for Families with Infants and Toddlers Birth to Three. (2 ed.). Palo Alto, CA: Vort Corporation; 2006.

Activities and guidelines contained in the material were, therefore, grouped in development stages and distributed in months and years of life, as presented in Table 2.

Table 2
Activities and guidelines by age range.

The activities and guidelines of the educational material constitute ways of stimulating child development, whilst make possible that children in social isolation – in the current case confined at home amidst the pandemic – concretize typical occupations of their age, such as playing, studying and self-care. Hence, the elaboration of educational material was also embedded in the promotion of: a) a secure and healthy environment for learning, growing and physical, cognitive and mental development; b) participation in typical activities for the age; c) development of skills that make possible the engagement in daily occupations and activities; d) health, of wellbeing and satisfaction in life, according to recommendations of the American Occupational Therapy Association2323. American Occupational Therapy Association. Estrutura da prática da Terapia Ocupacional: dominio e processo - 3a ed. traduzida. Revista de Terapia Ocupacional da Universidade de Säo Paulo. 2015; 26 (esp): 1-49. and Canadian Association of Occupational Therapists.2424. Canadian Association of Occupational Therapists. Enabling occupation: An occupational therapy perspective (Rev. ed.). Ottawa, ON: CAOT Publications ACE; 2002. The entities propose the prevention or mitigation of occupational privation, understanding that, depending on the type of environment that a person lives, there may have some limitation to access and enjoyment of significant experiences that are favorable to personal development.2525. Occupational Therapy Australia. Position Paper: Occupational deprivation. [Internet], 2016. [acesso 5 set 2020]. Disponivel em: https://otaus.com.au/publicassets/ 5e5829df2503e911a2c2b75c2fd918c5/Occupational%20De privation%20(April%202016).pdf
https://otaus.com.au/publicassets/ 5e582...
,2626. Whiteford G Occupational Deprivation: Global Challenge in the New Millennium. Brit J Occup Ther. 2000; 63 (5): 200-4.

Finally, in relation to the stage of validation by experts, there were a unanimous agreement regarding the suggested activities are helpful in the stimulating the development of target population of the material, with some suggestions for a more didactic and impersonal writing. Suggestions were accepted, which generated the final version.1414. Figueiredo MO, Alegretti AL. Atividades para familiares realizarem com os filhos em casa. São Carlos: UFSCar/CPOI, 2020. ISBN: 978-65-86558-04-3. Disponivel em: http://www.sibi.ufscar.br/arquivos/atividades-para-familiares-realizarem-com-os-filhos-em-casa.pdf
http://www.sibi.ufscar.br/arquivos/ativi...

Final Considerations

In the current COVID-19 pandemic, social media has been a resource for knowledge spreading, specifically in the dissemination of educational material for distinct populations and purposes. The present article exhibited the development of an educational material composed by suggestions of guidelines and activities to be executed by parents and their children, in the context of social isolation imposed by pandemic. Such activities and guidelines aim the continuity of the development of child skills and the concretization of occupations and occupational roles typical for the age. The elaboration of the material was based on the ethical commitment of making public a scientific knowledge for parents with children that suddenly experienced the interruption of their usual daily activities. The use of the material can be also expanded to health and education professionals that act in assistance and orientation to these parents. The present article makes possible to subside the learning process and university extension activities that aim child development, specifically in early and middle childhood.

The methodology adopted in the elaboration of the material followed diverse procedures. We used a literature review that propitiated that activities and guidelines were based in milestones and principles of child development and in ways of stimulating this development, considering the importance of making and occupations for human development and existence. The validation by experts provided a higher level of reliability regarding the potential of stimulation of activities and their quality and effectiveness. We conclude that the produced material, as a strategy of translation/transferal of knowledge, may contribute to the management of the abrupt interruption of child occupations, ensuring parents the access to guidelines and suggestion of activities that favor stimulation and continuity of the development of babies and children from 0 to 5 years.

Despite the cautions taken, we were not able to infer the evaluation of parents about the material. In the same way, only professionals from a specific region in the country were consulted, which impede us to assure cultural validity of the material within other contexts. Further studies should apply qualitative and quantitative methods of research to identify the usefulness of the material in diverse groups. We highlight that the suggested activities are not excluding, but suggested as occupational strategies, among many others, which can stimulate child development and make possible the concretization of typical occupations and occupational roles in childhood.

Author's contribution

Figueredo MO contributed with theoretical and methodological conception of the study, data collection, discussion and writing. Alegretti AL and Magalhães L contributed with theoretical and methodological basis and final review. All authors approved the final version of the article.

References

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    Thibeault R. Occupation and the rebuilding of civil society: notes from the war zone. Journal of Occupational Science. 2002; 9: 38-47.
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    Hoffmann T, Worrall L. Designing effective written health education materials: Considerations for health professionals. Disabil Rehabil. 2004; 26 (19): 1166-73.
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    Chan A, Nickson CP, Rudolph JW, Lee A, Joynt GM. Social media for rapid knowledge dissemination: early experience from the COVID-19 pandemic. Anaesthesia. 2020; 75(12): 1579-82.
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    Polit DF, Beck CT. Tipos específicos de pesquisa. In: Polit DF, Beck CT. Fundamentos de pesquisa em enfermagem: avaliação de evidencias para a prática de enfermagem. 7 ed. Porto Alegre, RS: Artmed; 2011. p. 316-38.
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    Echer IC. Elaboração de manuais de orientação para o cuidado em saúde. Rev Latino-Am Enferm. 2005; 13(5): 754-7.
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    Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal. 2009; 26: 91-108.
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    Souza Â, Pellanda LC. A diagramação de textos científicos tornou-se urna atividade secundaria? Rev HCPA. 2010; 30 (2): 196-197.
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Publication Dates

  • Publication in this collection
    30 June 2021
  • Date of issue
    May 2021

History

  • Received
    15 Oct 2020
  • Accepted
    25 Nov 2020
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