Repository logo
 
Publication

Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting

2019-04-01Journal article Open access
Simple item page
dc.contributor.authorCoelho, Vera
dc.contributor.authorCadima, Joana
dc.contributor.authorPinto, Ana Isabel
dc.date.accessioned2021-04-06T22:13:18Z
dc.date.available2021-04-06T22:13:18Z
dc.date.issued2019-04-01
dc.description.abstractPreschool 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1080/10409289.2019.1591046pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.24/1464
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relationCHILD ENGAGEMENT AND PARTICIPATION IN INCLUSIVE PRESCHOOL SETTINGS: EFFECTS OF THE QUALITY OF THE INTERACTIVE PROCESSES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.titleChild Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Settingpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleCHILD ENGAGEMENT AND PARTICIPATION IN INCLUSIVE PRESCHOOL SETTINGS: EFFECTS OF THE QUALITY OF THE INTERACTIVE PROCESSES
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/POR_NORTE/SFRH%2FBD%2F111211%2F2015/PT
oaire.citation.endPage816pt_PT
oaire.citation.issue6pt_PT
oaire.citation.startPage800pt_PT
oaire.citation.titleEarly Education and Developmentpt_PT
oaire.citation.volume30pt_PT
oaire.fundingStreamPOR_NORTE
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isProjectOfPublicationb01b6ae3-47a7-4bb4-85b0-b52b2f36ccce
relation.isProjectOfPublication.latestForDiscoveryb01b6ae3-47a7-4bb4-85b0-b52b2f36ccce

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
2019_Coelho_CadimaPinto_Child Engagement in Inclusive Preschools Contributions of Classroom Quality and Activity Setting.pdf
Size:
1.7 MB
Format:
Adobe Portable Document Format
Download

Collections

Artigos em revistas indexadas