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Percorrer por autor "Bryant, Donna"

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  • Exploring teacher-family partnerships in infant center-based care: A comparative study of teachers' and mothers' perspectives and influential factors
    Publication . Coelho, Vera; Barros, Sílvia; Peixoto, Carla; Pessanha, Manuela; Cadima, Joana; Bryant, Donna
    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. Mothers and teachers of 90 infants answered the Real-Ideal Teacher-parents Partnership Scale (Gaspar, 1996). Classroom quality was observed with CLASS-Infants (Hamre et al., 2014); home environment with HOME (Caldwell & Bradley, 1984); child temperament with IBQ (Rothbart, 1981). Results show that both mothers and teachers report a medium-high number of implemented practices. Ideally, they would like a significantly higher number of practices to be implemented. Mothers and teachers report of real and ideal practices were significantly associated. Teachers tend to report more practices than mothers. Teacher qualification was uniquely and positively associated with real partnership practices reported both by teachers and mothers. Teacher qualification was the only statistically significant predictor of ideal practices reported by teachers; mothers’ education predicted mothers’ report on ideal partnerships. Results point to the relevance of teacher qualification for better partnerships, particularly considering the variability of legal requirements regarding teacher qualification in infant classrooms across Europe.
    2023Artigo científico Acesso aberto Ver mais
  • Stability and change in teacher-infant interaction quality over time.
    Publication . Pessanha, Manuela; Peixoto, Carla; Barros, Sílvia; Cadima, Joana; Pinto, Ana Isabel; Coelho, Vera; Bryant, Donna
    that an increasing number of infants spend part of the day in center-based childcare in many coun-tries, understanding infants’ education and care experiences in these settings is essential. The aims ofthis study are to examine change in teacher-infant interaction quality over time, and to determine theextent to which teacher and classroom structural characteristics are associated with change in teacher-infant interaction quality. Ninety infant childcare classrooms from the greater metropolitan area of Porto,Portugal, participated in this study. Each classroom was observed twice (6-month interval between Time1 and Time 2) by trained and reliable observers using the Infant/Toddler Environment Rating Scale –Revised (ITERS-R; Harms et al., 2006), the Classroom Assessment Scoring System – Infant (CLASS-Infant;Hamre et al., 2014), and the Caregiver Interaction Scale (CIS; Arnett, 1989). Additionally, teachers pro-vided demographic information about themselves and structural characteristics of the classroom. Overallresults indicated that the quality of teacher-infant interactions changed over time, with a general trendtoward lower quality at Time 2. The increase in infant:adult ratio from Time 1 to Time 2 was an impor-tant predictor of process quality levels at Time 2, after controlling for prior quality and other structuralcharacteristics. These findings can be informative for policymaking as group size and number of adultsper classroom are regulated features of childcare in many countries, including Portugal.
    2017Artigo científico Acesso aberto Ver mais