42 documents found, page 1 of 5

Exploring teachers' attitudes towards inclusive education: Role of self‐efficac...

Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of selfefficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated ...

A focus group study on participatory practices in Early Childhood Education and...

Participation 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...

Exploring teacher-family partnerships in infant center-based care: A comparativ...

Teacher-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...

This 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...

Don´t leave for tomorrow what you can build up today! Using early socioemotiona...

Relevant pedagogists have claimed the importance of valuing and embracing differences in education to create more inclusive and equitable learning environ ments that can be responsive to the diverse needs and strengths of all learners. Since the end of 19th century several educators have begun to demand construc tivist and student-centred approaches to learning, among them, Vygotsky in the socio-cultural theory...

Effects of a Portuguese social–emotional learning program on the competencies o...

Child functioning in inclusive preschools: Associations between self-regulation...

This 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 ...

Variations of Quality of Teacher–infant Interactions Across Play and Care Routi...

This 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 ...

PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ a...

This 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...

Associations between perceived maternal acceptance–rejection and social and emo...

This study analysed the associations between preschoolers’ perceived maternal acceptance–rejection and their social and emotional competence. Participants were 90 Portuguese children (55.6% boys) aged 54–82 months and their parents. Children completed the Early Childhood Parental Acceptance–Rejection Questionnaire Mothers’ Short Form) and parents reported the children’s social and emotional skills using the Soc...