18 documents found, page 1 of 2
A focus group study on participatory practices in Early Childhood Education and...
Barros, Sílvia; Coelho, Vera; Wysłowska, Olga; Penderi, Efthymia; Taelman, Helena; Araújo, Sara Barros; Correia, Nadine; Markowska-Manista, UrszulaParticipation in educational settings is a universal right of every child, consigned by the United Nations Convention on the Rights of the Child. This right encompasses the need to protect and encourage young children´s active participation and decision-making in early childhood education and care. Research Findings: This qualitative study, inspired by the Lundy model (2007), examined ECEC teachers’ (n = 25) an...
Children's voices in Early Childhood Education and Care
Correia, Nadine; Aguiar, Cecília; Taelman, Helena; Wyslowska, Olga; Barros, Sílvia; Correia, Isabel; Markowska-Manista, Ursula; Araújo, Sara BarrosListening to and considering children’s voices shows respectful regard for children’s needs, interests and experiences, and helps discern what is meaningful for them in a particular subject or situation. Creating opportunities for the expression of children’s voices implies child-centred practice: recognising children as active agents, with evolving competences and capacity to understand, think and choose with ...
Roles of the interaction with children and families in mediating the associatio...
Rosário, Rafaela; Araújo, Sara Barros; Silva, Ana; Barros, SílviaAim To analyze the associations between early childhood education (ECE) teachers´ digital health literacy (DHL) and well-being, and to determine whether the ECE teachers´ interaction with children and family mediated these associations. Methods A total of 853 early childhood teachers, predominantly women (99.4%) participated in this cross-sectional study. The participants had a mean age of 39.9 years (standard ...
Building inclusive preschool classrooms: How desirable and feasible is a set of...
Sanches-Ferreira, Manuela; Gonçalves, Joana L.; Araújo, Sara Barros; Alves, Sílvia; Barros, SílviaPositive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-ch...
PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ a...
Coelho, Vera; Araújo, Sara Barros; Sanches-Ferreira, Manuela; Vancraeyveldt, CarolineThis study explores how brief in-service training influences preschool teacherś awareness of competences relevant for building high-quality teacher–child relationships. A pre- and post-test design was used, with a 5-h training session in-between. Thirty-four in-service preschool teachers completed a video-based task before and after training. Qualitative and quantitative analyses were conducted. After the sessi...
Assessment of professional learning in supervised practicum: exploratory studyi...
Araújo, Sara Barros; Antunes, Ana PereiraThis study aims to analyze professional learning assessment procedures considering the specific teaching performance profile in early childhood education. A cohort of Portuguese students involved in a practicum in early childhood education, at a master level, participated in this exploratory study. Data were collected using an assessment instrument composed of 25 dimensions organized in four domains (Observatio...
Assessment of workplace-based learning: key findings from an ECE professional m...
Araújo, Sara Barros; Antunes, Ana PereiraWorkplace-based experiences are considered centrally relevant in the professional preparation of prospective teachers. In spite of this, few studies have focused on the assessment of workplace based learning (WBL) in early childhood education (ECE). This study aims to examine pathways of professional learning of students attending an ECE professional Master programme in Portugal, based on an authentic and parti...
Ensino de investigação qualitativa em psicologia (da educação): impacto percebi...
Antunes, Ana Pereira; Araújo, Sara BarrosO ensino de investigação qualitativa associa-se ao estudo dos processos pedagógicos mais adequados à aquisição de competências de investigação. Assim, pretende-se contribuir para o (re)conhecimento da importância da investigação qualitativa e da sua lecionação, através da análise do impacto percebido pelos alunos da frequência de uma unidade curricular de métodos de investigação. Participaram 10 alunos na prime...
APRENDIZAGEM PROFISSIONAL NO ESTÁGIO EM CRECHE: REPRESENTATIVIDADE E SIGNIFICAD...
Araújo, Sara BarrosA formação profissional de educadores(as) de infância para o trabalho em creche tem sido reconhecida como influente na qualificação destes serviços, embora seja frequentemente caracterizada como insuficiente e/ou desajustada às necessidades associadas ao perfil e respetivas funções profissionais. O presente estudo situase na formação inicial de educadores(as) de infância, pretendendo analisa...
Avaliação da aprendizagem profissional no estágio supervisionado: estudo explor...
Araújo, Sara Barros; Antunes, Ana PereiraO presente estudo visa analisar processos de avaliação da aprendizagem profissional na formação prática, considerando o perfil específico de desempenho docente na educação infantil. Trata-se de um estudo exploratório em que participaram estudantes que frequentaram a componente de estágio de um mestrado de natureza profissionalizante em contexto português. Os dados foram recolhidos através de um instrumento de a...