Browsing by Author "Cadima, Joana"
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- Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in PortugalPublication . Cadima, Joana; Gamelas, Ana M.; McClelland, Megan; Peixoto, CarlaThis study examined concurrent associations between family sociodemographic risk, self-regulation, and early literacy and mathematics in young children from Azores, Portugal (N ¼ 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of self-regulation were assessed using a direct measure called the Head–Toes–Knees–Shoulders task. Results of structural equation modeling revealed that family sociodemographic risk had significant negative effects on behavioral regulation and academic achievement. Behavioral regulation was positively associated with academic achievement when we adjusted for the influence of family sociodemographic risk and child verbal IQ. Furthermore, behavioral regulation mediated the association between family sociodemographic risk and mathematics achievement. Practice or Policy: The results suggest the detrimental effect of family socioeconomic risk in Portugal and the potential importance of behavioral regulation for school success for Portuguese children
- Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity SettingPublication . Coelho, Vera; Cadima, Joana; Pinto, Ana IsabelPreschool process quality and activity setting are considered important aspects influencing child engagement. As such, it is important to understand how educational settings can promote engagement, particularly for children with disabilities and/or at risk. This observational study describes process quality and activity setting in inclusive preschools, analyzing its predictive role for child engagement. Participants were 184 children attending 39 preschools. Three groups of children, nested within classrooms, were considered: with disabilities (n = 45), at risk (n = 59), typically developing (n = 80). Child Observation in Preschool assessed engagement and activity setting; Classroom Assessment Scoring System assessed quality of teacher–child interactions. Research Findings: Results from multilevel regressions show that classroom emotional support and organization and more time in free play were positively predicting child engagement, whereas more time in whole group was a negative predictor of engagement. Besides these main effects, an interaction effect between child developmental functioning and activity settings was found. For at-risk children, more time in whole-group activities had greater negative effects on child engagement. For children with disabilities, more time in free-play had greater positive effects on child engagement. Practice or Policy: Results contribute to inform teachers regarding the importance of individualizing interactions and planning activity settings to promote engagement and participation in inclusive preschools.
- Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivityPublication . 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 low, medium, and high levels of functioning. Participants comprised 247 preschoolers. Fifty-four were low functioning, 78 were low-medium functioning, and 115 were medium-high functioning. All groups improved their self-regulation over time, though initial levels and growth patterns were different. Children with low-medium functioning showed more accelerated gains than the other groups. Gains in self-regulation were associated with lower hyperactivity and higher engagement in all groups by the end of preschool. Developmental functioning was related to later prosociality and engagement. The results revealed potential differentiated trajectories for children within the same classrooms, highlighting the interdependence of developmental functioning and self-regulation.
- Fatores de risco: A multiplicidade das variáveis contextuais no desenvolvimento das criançasPublication . Cadima, Joana; Peixoto, Carla; Leal, Teresa
- Infant child care quality in Portugal: Associations with structural characteristicsPublication . Barros, Silvia; Cadima, Joana; Bryant, Donna M.; Coelho, Vera; Pinto, Ana Isabel; Pessanha, Manuela; Peixoto, CarlaThis study examines the quality of infant center care in Portugal through a multi-measure approach and investigates the associations among process quality dimensions and structural quality indicators. Ninety infant child care classrooms were observed during two full mornings with the ITERS-R, the CLASS-Infant and the CIS. Results revealed that a two-factor structure of process quality with the domains (a) Relationships and (b) Use of Space and Materials provided the best fit to the data. Of the structural indicators that were examined, teacher training showed the most robust relation to both process quality domains. In addition, classrooms with smaller groups and in centers located in non-urban areas were likely to show more sensitive relationships between teachers and infants. These findings have implications for public policy and professional development efforts on infant center care.
- Literature review on early childhood education and care for children under the age of 3Publication . 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. But there is growing agreement on several core features, namely, the prominence of warm/responsive interactions, the value of both education and care and the importance of strong partnerships with parents. Recent studies show positive links between process quality and infant/toddler development. The evidence is relatively robust in terms of the influences of staff preservice training, group size and ratios for process quality in centre-based settings, although more limited for home-based settings. Nevertheless, consideration of complex interactions among structural features is noted. Recent studies further advance knowledge on more finegrained understandings of process quality.
- Observação das interações educador-criança: Escala de interação do prestador de cuidadosPublication . Cadima, Joana; Leal, Teresa; Peixoto, CarlaA Escala de Interacção do Prestador de Cuidados, na sua versão original, Caregiver Interaction Scale (CIS), é um sistema de observação que pretende avaliar a qualidade e o conteúdo das interacções, em termos da sensibilidade, aspereza e permissividade dos prestadores de cuidados. Com o intuito de apresentar esta escala e algumas qualidades métricas para o contexto português, realizámos um conjunto de análises com base numa amostra de 115 salas do 1.º ano de escolaridade. Os resultados mostram que a escala é um instrumento útil para recolher informação acerca dos processos interactivos dos educadores e professores. Os resultados revelaram ainda que os professores observados tendem a estabelecer interacções moderadamente positivas e com um elevado grau de envolvimento
- Observed classroom quality in first grade: associations with teacher, classroom, and school characteristicsPublication . Cadima, Joana; Peixoto, Carla; Leal, TeresaThe observation and assessment of quality of teacher–child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent to which structural features at teacher-,classroom-, and school-level explained variation in this quality. One hundred fifteen classrooms participated in the study. Classrooms were observed through a standardized rating scale concerning emotional, organizational, and instructional support. Results indicated that the levels of emotional and organizational support in most classrooms were of moderate quality, but the levels of instructional support were low, suggesting that most observed activities did not encourage students’ higher-order thinking skills. An examination of the associations between teacher and classroom characteristics and the quality of teacher–child interactions indicated a small effect for teacher education. Teachers with an advanced degree were more likely to be more emotionally sensitive and to have better instructional interactions in the classroom. For school-level characteristics, findings showed that the classrooms in private and smaller schools were likely to provide higher levels of emotional, organizational, and instructional quality. The results suggest that focusing on the interactions between teacher and children can provide valuable information to enhance classroom quality.
- Parceria família-creche na transição do bebé para a crechePublication . Coelho, Vera Lúcia Marques; Barros, Sílvia; Pessanha, Manuela; Peixoto, Carla; Cadima, Joana; Pinto, Ana IsabelEste estudo apresenta atitudes e probabilidade de comportamentos de parceria família-creche, relatadas por mães e educadoras, durante o período de entrada de bebés na creche. Mães e educadoras de 90 bebés responderam à Escala de Parceria Educadores-Pais. Os resultados indicam uma grande valorização, por parte das mães e educadoras, da parceria creche-família para dar resposta às necessidades das crianças, bem como uma elevada probabilidade de se envolverem em comporta - mentos de parceria. Os relatos das mães são relativamente mais positivos do que os das educadoras quer no que se refere às atitudes, quer no que se refere à probabilidade de comportamentos de parceria. Verificaram-se associações positivas entre os relatos das mães e das educadoras, assim como entre as atitudes das mães e a qualidade do ambiente familiar. Encontraram-se associações negativas entre a idade e experiência das educadoras em contexto de creche e as suas respostas relativas a atitudes e à probabilidade de comportamentos de parceria. Na discussão, destaca-se a necessidade de investir na formação e na melhoria da qualidade das creches, de modo a promover parcerias família-creche mais efetivas
- Predictors of parent-teacher communication during infant transition to childcare in PortugalPublication . Coelho, Vera; Barros, Sílvia; Burchinal, Margaret R.; Cadima, Joana; Pessanha, Manuela; Pinto, Ana Isabel; Peixoto, Carla; Bryant, Donna M.Although literature reports associations between parent-teacher communication and childcare quality, little is known about how such communications are related to family, child and childcare characteristics. This study examines whether child, family and childcare experience characteristics predict the level of parent-teacher communication, and differences between parents’ and teachers’ reports of communication. Participants were mothers of 90 infants and their teachers in childcare in Portugal. Results show that both parents and teachers report higher levels of communication in higher-quality programmes. Teachers reported more frequent communication than parents. Teachers, but not parents, reported more frequent communication when children spent fewer hours in childcare. Discussion highlights the relevance of monitoring the quality of childcare contexts, especially in early ages, and to increase parent-teacher communication when children spend more time in childcare. The importance of promoting high-quality childcare and accounting for variables at the mesosystemic level of development in teacher training are also discussed.