Introduction: Preterm birth is one of several risk factors that can compromise child growth and development. Objective: Evaluate the functionality of 5 to 7-year-old schoolchildren born prematurely and compare them to children born full-term. Methods: This was a cross-sectional study with 110 children divided into 2 groups (55 in the preterm group - PTG; 55 in the full-term group - FTG). Sociodemographic data were collected of the families and children and the families were economically classified according to the Brazilian Economic Classification Criteria - CCEB (Brazilian Association of Market Research Companies - ABEP) Functionality was assessed using the Pediatric Evaluation of Disability Inventory (PEDI). Results: With respect to the descriptive variables, significant differences were observed for gestational age (p < 0.001), birth weight (p < 0.001), complications during the perinatal period (p < 0.001), current diseases (p = 0.010) and schooling level of the child (p = 0.023). In regard to functionality, on the Caregiver Assistance scale, a significant difference was recorded for mobility (p = 0.009). Conclusion: The results of this study demonstrate that 5 to 7-year-old schoolchildren born prematurely showed no differences in functional skills when compared to full-term children. However, the caregivers of preterm children provide greater mobility assistance compared to those caring for full-term children.

Journal of Human Growth and Development, 2015; 25(2): 151-155 -151 - 2015; 25(2): 151-155 ORIGINAL RESEARCH Journal of Human Growth and Development ABSTRACTIntroduction: A change in the atlanto-axial alignment in children with Down syndrome may be associated with pain, neurological disorders, high spinal cord compression and sudden death. Objective: To determine the prevalence of atlanto-axial instability in children with Down syndrome and its association with the presence of signs and symptoms of atlanto-axial instability. Methods: A cross-sectional study evaluated 21 children with Down syndrome aged between 3 and 5 years. Children who had undergone cervical spine surgery or who had diseases not associated with this syndrome were excluded. Sex, age, ethnicity of the child and the presence of signs suggestive of atlanto-axial instability, as reported by caregivers, such as neck pain, difficulty walking, weakness in the lower limbs, fatigue, difficulty with balance, urinary and fecal incontinence and projectile vomiting were studied. Children underwent a cervical spine X-ray in the lateral view in three positions: neutral, flexion and extension. When the atlasodontoid distance was equal to or greater than 4.5 mm, atlanto-axial instability was diagnosed. Results: The prevalence of atlanto-axial instability in the studied population was 9.5%. There was no significant association revealed in the chi-square test between the signs suggestive of atlanto-axial instability and the presence of atlanto-axial instability (p > 0.05). Conclusions: Atlanto-axial instability is possibly not associated with its suggestive signs.Key words: Down Syndrome, Joint Instability, Atlanto-axial Joint, X-rays, Prevalence.

O objetivo desse artigo foi verificar as possibilidades de se usar os nove pilares da indústria 4.0, estabelecidos pelo Boston Consulting Group, no contexto escolar, contribuindo para a efetivação do modelo da educação 4.0. Par tal, foi realizada em 2021 uma pesquisa de abordagem qualitativa. De acordo com o objetivo traçado, o tipo de pesquisa foi a descritiva e em relação aos procedimentos técnicos, escolheu-se a pesquisa bibliográfica. Os resultados revelaram que esses pilares da indústria podem ser aplicados na educação, ajudando na efetivação da educação 4.0. O uso desses pilares pôde ser observado diretamente nas práticas pedagógicas, como favorecimento das metodologias ativas, destacando nesta pesquisa: a aprendizagem baseada em projetos, a sala de aula invertida, o design thinking e atividades maker.  E também  indiretamente, como ferramenta de apoio na gestão escolar como, por exemplo a computação em nuvem que elimina a necessidade de instalação de softwares ou sistemas nos computadores locais da escola reduzindo a necessidade de altos investimentos financeiros em armazenagem de dados escolares.