54 documents found, page 1 of 6
Exploring teacher-family partnerships in infant center-based care: A comparativ...
Coelho, Vera; Barros, Sílvia; Peixoto, Carla; Pessanha, Manuela; Cadima, Joana; Bryant, DonnaTeacher-family partnership are elements of high-quality early childhood education and care (ECEC). Nevertheless, the need for better understanding such partnerships and factors influencing it particularly for children under three is underlined. This study compares teachers’ and mothers’ reports regarding real and ideal partnership practices, exploring child, ECEC and family level predictors of partnership. Moth...
Variations of Quality of Teacher–infant Interactions Across Play and Care Routi...
Cadima, Joana; Barros, Sílvia; Bryant, Donna M.; Peixoto, Carla; Coelho, Vera; Pessanha, ManuelaThis study examined the extent to which the quality of teacher-infant interactions varies across play and routine care activities. In addition, the effects of the quantity of adult involvement in the quality of teacher-infant interactions were investigated. Participants were teachers and infants from 90 infant classrooms in Portugal. Classrooms had, on average, six infants enrolled (M = 6.38, SD = 2.34), with t...
Is the initial training of Portuguese early childhood education and care profes...
Moreira, Janete Silva; Gregório, Inês; Aguiar, Ana Lúcia; Brito, Ana Teresa; Cadima, Joana; Barros, LuísaThe ProFormação 0-3 project aims to characterize Portuguese early childhood education and care (ECEC) professionals’ initial training regarding children aged 0-3. Literature shows that ECEC professionals with specific training to work with children aged 0-3 have a more complex and multidimensional comprehension of their development and learning processes (Hu et al., 2019; Schaack et al., 2017). But further inve...
Child functioning in inclusive preschools: Associations between self-regulation...
Coelho, Vera; Cadima, Joana; Pinto, Ana IsabelThis longitudinal study examined three groups of children with different levels of developmental functioning who were attending the same inclusive preschool classrooms. It investigated whether gains in self-regulation varied according to developmental functioning and whether the longitudinal associations between selfregulation and later engagement, prosociality, and hyperactivity differed between children with ...
Process Quality in Toddler Classrooms in Four European Countries
Cadima, Joana; Aguiar, Cecília; Guedes, Carolina; Wysłowska, Olga; Salminen, Jenni; Slot, Pauline; Barata, M. Clara; Lerkkanen, Marja-KristiinaResearch Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child int...
Variations of Quality of Teacher–infant Interactions Across Play and Care Routi...
Cadima, Joana; Barros, Sílvia; Bryant, Donna M.; Peixoto, Carla; Coelho, Vera; Pessanha, ManuelaThis study examined the extent to which the quality of teacher-infant interactions varies across play and routine care activities. In addition, the effects of the quantity of adult involvement in the quality of teacher-infant interactions were investigated. Participants were 90 infant classrooms in Portugal. Classrooms had, on average, 6 infants enrolled (M = 6.38, SD = 2.34), with the number of adults ranging ...
The use of video in professional development: perspectives of preschool educators
Aguiar, Teresa; Guedes, Carolina; Cadima, JoanaThis study aims to identify the best professional development models for a group of Portuguese crèche educators. It seeks to learn their preferences regarding formats, themes and types of professional development activities, and the conditions under which video-feedback may be more relevant to them. Interviews were conducted with 26 participants, after they watched videos of their practices in a real-life conte...
Activity settings in toddler classrooms and quality of group and individual int...
Guedes, Carolina; Cadima, Joana; Aguiar, Teresa Beatriz Cordeiro Almeida; Aguiar, Cecília; Barata, ClaraThis study examined the variation of interaction quality both at the group and child levels across different activity settings in toddler classrooms. Participants were 104 children, with an average of 30.4 months old, of which 53.8% were boys. Educator-child interactions, at the group level, and child interactions with their edu- cators, peers and tasks, at the child level, were observed through video-recording...
Literature review on early childhood education and care for children under the ...
Coelho, Vera; Cadima, Joana; Nata, Gil; Barros, Silvia; Barata, ClaraThis literature review provides an up-to-date comprehensive overview of what is known about process quality in early childhood education and care (ECEC) provision for children under age 3. It builds on empirical studies published in peer-reviewed journals between 2010 and 2019. Current views on process quality for children under age 3 highlight that process quality is a multidimensional and value-laden concept....
Examining differential trajectories of engagement over the transition to second...
Lemos, Marina S.; Gonçalves, Teresa; Cadima, JoanaThe present study was particularly interested in identifying resilient trajectories of engagement, and analyzing their association withstudent’s motivation, specifically, their perceived control. In alongitudinal study following 391 students across three measurementpoints, encompassing the transition from 9th to 10th grade (from basic to secondary school), students’ beliefs (control, effortcapacity, and ability...