<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602012000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa de intervenção e atenção precoce com bebês na educação infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soejima]]></surname>
<given-names><![CDATA[Carolina Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolsanello]]></surname>
<given-names><![CDATA[Maria Augusta]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Uniasselvi  ]]></institution>
<addr-line><![CDATA[Santa Catarina ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<numero>43</numero>
<fpage>65</fpage>
<lpage>79</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602012000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602012000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602012000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A pesquisa verificou se um programa de intervenção precoce tem efeitos positivos sobre o desenvolvimento (motor e mental) de crianças entre um e três anos de idade que permaneciam em tempo integral na creche pública e apresentavam defasagem no desenvolvimento. Inicialmente, foram avaliadas 63 crianças por meio das Escalas Bayley II, sendo que 37 delas apresentaram defasagem no desenvolvimento em ambas as escalas, mental e motora. Destas 37 crianças, 20 foram sorteadas para participar de um programa de intervenção precoce. Após a realização desta intervenção, foram sorteadas, para a segunda aplicação das Escalas Bayley II, 15 crianças com defasagem e participantes da intervenção, 15 crianças com defasagem e não participantes da intervenção e 15 crianças sem defasagem. Os resultados evidenciaram visível progressão no desenvolvimento das crianças que apresentaram defasagem e participaram da intervenção precoce. Concluiu-se a viabilidade do emprego de uma intervenção de caráter preventivo nas creches públicas, na perspectiva da atenção precoce. Dessa forma, defasagens do desenvolvimento infantil podem ser prevenidas, identificadas, trabalhadas e superadas, evitando futuras deficiências ou transtornos no desenvolvimento infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The research examined whether a program of early intervention has positive effects on the development (motor and mental) in children with ages from one to three who stay full-time in a public nursery school and present developmental delay. Initially 63 children were evaluated using the Bayley Scales II, being that 37 of them showed delay in both scales, mental and motor. Of these 37 children, 20 were randomly selected to participate in an early intervention program. After this intervention, three groups were formed for the second application of the Bayley Scales II, being that the groups were compounded of 15 children with developmental delay who had participated in the mentioned early intervention, 15 children who did not participate in the intervention but had developmental delay, and 15 children who did not have developmental delay. The results showed visible progress in the development of children with developmental delay who had participated in the early intervention. The study concluded that a program of early intervention in public nursery schools is viable to prevent future handicaps in children because the early intervention can detect and identify possible mental or motor underdevelopment and provide means to overcome them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Precoce]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção Precoce]]></kwd>
<kwd lng="en"><![CDATA[Child Development]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Nursery]]></kwd>
<kwd lng="en"><![CDATA[Early Intervention]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Programa de interven&ccedil;&atilde;o e  aten&ccedil;&atilde;o precoce com beb&ecirc;s na educa&ccedil;&atilde;o infantil.</h2> <h3>Early intervention program in nursery school with babies.</h3>     <p>&nbsp;</p> <h4>Carolina Santos Soejima,  Maria Augusta Bolsanello    <br> </h4> </font>      ]]></body>
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