The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education

Detalhes bibliográficos
Autor(a) principal: Barros, Sílvia
Data de Publicação: 2017
Outros Autores: Cadima, Joana, Pinto, Ana Isabel, Bryant, Donna M., Pessanha, Manuela, Peixoto, Carla, Coelho, Vera
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/15908
Resumo: Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service education of the multiple caregivers in the classroom. Participants were 90 infant classrooms from Porto, Portugal. The CLASS-Infant (Hamre et al. 2014) was used to measure quality of caregiver-infant interactions. Classrooms with one lead caregiver holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for in-service training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.
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spelling The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver educationTeacher-child interactionsInfant classroomsCaregiver educationECEC qualityRecent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service education of the multiple caregivers in the classroom. Participants were 90 infant classrooms from Porto, Portugal. The CLASS-Infant (Hamre et al. 2014) was used to measure quality of caregiver-infant interactions. Classrooms with one lead caregiver holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for in-service training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.Repositório Científico do Instituto Politécnico do PortoBarros, SílviaCadima, JoanaPinto, Ana IsabelBryant, Donna M.Pessanha, ManuelaPeixoto, CarlaCoelho, Vera2020-04-28T15:46:49Z20172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/15908eng10.1080/02671522.2017.1353676info: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:RCAAP2023-03-13T13:01:15Zoai:recipp.ipp.pt:10400.22/15908Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:35:35.296093Repositório 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 The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
title The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
spellingShingle The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
Barros, Sílvia
Teacher-child interactions
Infant classrooms
Caregiver education
ECEC quality
title_short The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
title_full The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
title_fullStr The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
title_full_unstemmed The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
title_sort The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education
author Barros, Sílvia
author_facet Barros, Sílvia
Cadima, Joana
Pinto, Ana Isabel
Bryant, Donna M.
Pessanha, Manuela
Peixoto, Carla
Coelho, Vera
author_role author
author2 Cadima, Joana
Pinto, Ana Isabel
Bryant, Donna M.
Pessanha, Manuela
Peixoto, Carla
Coelho, Vera
author2_role 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 Barros, Sílvia
Cadima, Joana
Pinto, Ana Isabel
Bryant, Donna M.
Pessanha, Manuela
Peixoto, Carla
Coelho, Vera
dc.subject.por.fl_str_mv Teacher-child interactions
Infant classrooms
Caregiver education
ECEC quality
topic Teacher-child interactions
Infant classrooms
Caregiver education
ECEC quality
description Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant childcare, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service education of the multiple caregivers in the classroom. Participants were 90 infant classrooms from Porto, Portugal. The CLASS-Infant (Hamre et al. 2014) was used to measure quality of caregiver-infant interactions. Classrooms with one lead caregiver holding at least a bachelor degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for in-service training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01T00:00:00Z
2020-04-28T15:46:49Z
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/15908
url http://hdl.handle.net/10400.22/15908
dc.language.iso.fl_str_mv eng
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dc.relation.none.fl_str_mv 10.1080/02671522.2017.1353676
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