Quality of infant child care and early infant development in Portuguese childcare centers.

Detalhes bibliográficos
Autor(a) principal: Pinto, Ana Isabel
Data de Publicação: 2019
Outros Autores: Cadima, Joana, Coelho, Vera, Bryant, Donna, M., Peixoto, Carla, Pessanha, Manuela, Burchinal, Margaret, M., Barros, Sílvia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/24303
Resumo: n this study, we examine associations between the quality of teacher-child interactions and infantoutcomes during their first months in Portuguese childcare centers. Participants were 90 infants, theirmothers and their teachers. A set of multiple regression models were conducted to determine whetherclassroom quality related to active engagement and non-engagement and to adaptive behavior six monthslater, controlling for important covariates, namely developmental age, child temperament, mothers’ edu-cation, and home quality. Results showed that, in higher quality classrooms, infants spent more timeactively engaged, less time non-engaged and six months later were rated as having higher levels of adap-tive behaviors. Findings provide further evidence for the need to better support teachers in fosteringinfant active engagement and unfolding capacities as part of high-quality daily experiences in childcare.
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spelling Quality of infant child care and early infant development in Portuguese childcare centers.Child care qualityInfantsEngagementAdaptive behaviorTeacher–infants interactionn this study, we examine associations between the quality of teacher-child interactions and infantoutcomes during their first months in Portuguese childcare centers. Participants were 90 infants, theirmothers and their teachers. A set of multiple regression models were conducted to determine whetherclassroom quality related to active engagement and non-engagement and to adaptive behavior six monthslater, controlling for important covariates, namely developmental age, child temperament, mothers’ edu-cation, and home quality. Results showed that, in higher quality classrooms, infants spent more timeactively engaged, less time non-engaged and six months later were rated as having higher levels of adap-tive behaviors. Findings provide further evidence for the need to better support teachers in fosteringinfant active engagement and unfolding capacities as part of high-quality daily experiences in childcare.Repositório Científico do Instituto Politécnico do PortoPinto, Ana IsabelCadima, JoanaCoelho, VeraBryant, Donna, M.Peixoto, CarlaPessanha, ManuelaBurchinal, Margaret, M.Barros, Sílvia2023-12-19T19:06:14Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/24303engPinto, A. I., Cadima, J., Coelho, V., Bryant, D. M., Peixoto, C., Pessanha, M., Burchinal, M. R., & Barros, S. (2019). Quality of infant child care and early infant development in Portuguese childcare centers. Early Childhood Research Quarterly, 48, 246–255. https://doi.org/10.1016/j.ecresq.2019.04.003https://doi.org/10.1016/j.ecresq.2019.04.003info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-27T01:48:50Zoai:recipp.ipp.pt:10400.22/24303Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:55:08.056762Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Quality of infant child care and early infant development in Portuguese childcare centers.
title Quality of infant child care and early infant development in Portuguese childcare centers.
spellingShingle Quality of infant child care and early infant development in Portuguese childcare centers.
Pinto, Ana Isabel
Child care quality
Infants
Engagement
Adaptive behavior
Teacher–infants interaction
title_short Quality of infant child care and early infant development in Portuguese childcare centers.
title_full Quality of infant child care and early infant development in Portuguese childcare centers.
title_fullStr Quality of infant child care and early infant development in Portuguese childcare centers.
title_full_unstemmed Quality of infant child care and early infant development in Portuguese childcare centers.
title_sort Quality of infant child care and early infant development in Portuguese childcare centers.
author Pinto, Ana Isabel
author_facet Pinto, Ana Isabel
Cadima, Joana
Coelho, Vera
Bryant, Donna, M.
Peixoto, Carla
Pessanha, Manuela
Burchinal, Margaret, M.
Barros, Sílvia
author_role author
author2 Cadima, Joana
Coelho, Vera
Bryant, Donna, M.
Peixoto, Carla
Pessanha, Manuela
Burchinal, Margaret, M.
Barros, Sílvia
author2_role author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Pinto, Ana Isabel
Cadima, Joana
Coelho, Vera
Bryant, Donna, M.
Peixoto, Carla
Pessanha, Manuela
Burchinal, Margaret, M.
Barros, Sílvia
dc.subject.por.fl_str_mv Child care quality
Infants
Engagement
Adaptive behavior
Teacher–infants interaction
topic Child care quality
Infants
Engagement
Adaptive behavior
Teacher–infants interaction
description n this study, we examine associations between the quality of teacher-child interactions and infantoutcomes during their first months in Portuguese childcare centers. Participants were 90 infants, theirmothers and their teachers. A set of multiple regression models were conducted to determine whetherclassroom quality related to active engagement and non-engagement and to adaptive behavior six monthslater, controlling for important covariates, namely developmental age, child temperament, mothers’ edu-cation, and home quality. Results showed that, in higher quality classrooms, infants spent more timeactively engaged, less time non-engaged and six months later were rated as having higher levels of adap-tive behaviors. Findings provide further evidence for the need to better support teachers in fosteringinfant active engagement and unfolding capacities as part of high-quality daily experiences in childcare.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-01-01T00:00:00Z
2023-12-19T19:06:14Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/24303
url http://hdl.handle.net/10400.22/24303
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Pinto, A. I., Cadima, J., Coelho, V., Bryant, D. M., Peixoto, C., Pessanha, M., Burchinal, M. R., & Barros, S. (2019). Quality of infant child care and early infant development in Portuguese childcare centers. Early Childhood Research Quarterly, 48, 246–255. https://doi.org/10.1016/j.ecresq.2019.04.003
https://doi.org/10.1016/j.ecresq.2019.04.003
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
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