Physical exercise as part of the inclusion of a child with diabetes in preschool.
DOI:
https://doi.org/10.11606/issn.1981-4690.2025e39183049Keywords:
Physical Education, Kindergarten, Physical Activity, Metabolic problems, School integrationAbstract
The purpose of this study was to analyze the inclusion process of a child with type 1 diabetes mellitus (DM1) in preschool, involving the effect of physical education classes on her glycemic levels and how teachers perceive this inclusion. The study is characterized as a quantitative and qualitative case study and was carried out with a child with DM1 and with the team responsible for the class, in a preschool linked to a federal educational institution. Two people from the board participated: 1 teacher and 1 director. The research was divided into two moments: the physical activities taught within the class and the data collection on the board perception about the child's inclusion process. The interventions were carried out with the entire class in which the child was inserted, during a 30-day period, three times a week, totaling 17 classes (45 min. each). As for the child's glycemic levels, it was observed that in only 4 of the 17 classes there was no reduction in blood glucose after the class, with two of them maintaining the same blood glucose level and in other two, increasing minimally (1mg / dL and 2mg / dL). The board's perception was that the child's adaptation to school was easy. It was concluded that the physical education classes reduced post-exercise glycemic levels, contributing to the control of DM1 and that the child’s inclusion process in preschool was smooth, since the child and the team proved to be adapted and prepared for the specificities of DM1.
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