Browsing by Author "Leal, Teresa"
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- Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy supportPublication . Cadima, Joana; Barros, Sílvia; Ferreira, Tiago; Serra-Lemos, Marina; Leal, Teresa; Verschueren, KarinetIn the present study, we examine the bidirectional associations between child vocabulary and self-regulation and their interplay with two relational dimensions, teacher–child closeness and autonomysupport in preschool. Participants were 208 young children (50% boys; M = 4 years and 11 months,SD = 0.71) from socially disadvantaged areas in Portugal. Self-regulation and vocabulary were assessed atthe beginning and end of the year. Teachers reported on levels of teacher–child closeness and autonomysupport. A series of path analyses were conducted and tests of direct and indirect effects were includedin the models. Results showed bidirectional effects between self-regulation and vocabulary, such thatself-regulation at the beginning of preschool was a significant predictor of expressive vocabulary at theend of preschool year, and receptive vocabulary skills at the beginning of preschool year predicted self-regulation at the end of preschool year, controlling for earlier receptive vocabulary and self-regulationskills. In addition, teacher–child closeness uniquely predicted expressive vocabulary, whereas teacherautonomy support uniquely predicted self-regulation.
- Comparing aspects of the process quality in six european early childhood educational settingsPublication . Zachopoulou, Evidriki; Grammatikopoulos, Vasilius; Gregoriadis, Athanasios; Gamelas, Ana Madalena; Leal, Teresa; Pessanha, Manuela; et al.The European project ‘Early Change’ (http://earlychange.teithe.gr) attempts to evaluate the quality of early childhood education (ECE) environments of six European countries, Greece, Portugal, Finland, Denmark, Cyprus and Romania. The purpose of this paper is to compare the level of two dimensions of the process quality of these environments a) Space & Furnishings, and b) Personal Care Routines. Theorists, practitioners and researchers agree that in order to provide qualitative education to young children, one of the basic needs of all children must be met; that need is the protection of their health and their safety. A high quality early childhood education program must contain a safe and stimulating environment for the child (Lindsey, 1998). Such an environment includes indoor space, outdoor space, furniture, and room arrangement, and it is considered an integral part of a high quality early childhood program. 117 early educators from the six participating countries attended the training seminars about the evaluation of ECE quality using the Early Childhood Environmental Rating Scale-R (ECERS-R). The trained educators evaluated the 8 indicators of the subscale ‘space & furnishings’ and the six indicators of the subscale ‘personal care routines’ in approximately 600 early childhood classrooms from six European countries. The results of this study highlight the similarities and differences concerning the specific dimensions of the process quality of ECE environments in six European countries, and reflect the diversity of ECE environment across these countries. The findings of this study may provide a valuable insight to researchers and educational policy makers for an enhanced understanding of the cultural diversities and the strengthening of the common values and targets of the European Union.
- Dimensões da qualidade das salas de creche do distrito do PortoPublication . Barros, Sílvia; Leal, TeresaEste estudo teve como objectivo principal descrever a qualidade de 110 salas de creche do distrito do Porto, frequentadas por crianças com idades compreendidas entre os 12 e os 36 meses, com base na utilização da Escala de Avaliação do Ambiente de Creche - Revista (ITERS-R). Verificou-se que 39% das salas observadas revelaram possuir uma qualidade mínima (i.e., os serviços davam resposta a necessidades de guarda e, em pequeno grau, a necessidades de desenvolvimento básicas) e que as restantes salas podiam ser consideradas de qualidade pobre. Os resultados apontam para a necessidade de se reflectir acerca da educação e dos cuidados em contexto de creche e de se efectuar um investimento no sentido de se promover a sua qualidade.
- Evaluation of early childhood education quality across EuropePublication . Grammatikopoulos, Vasilis; Gregoriadis, Athanasios; Liukkonen, Jarmo; Zachopoulou, Evridiki; Gamelas, Ana Madalena; Leal, Teresa; Pessanha, Manuela; Barros, SílviaThe aim of the current study was to present the initial results of the evaluation of early childhood education (ECE) quality in six European countries. This study discusses various aspects of the ECE quality in different educational systems. Such comparisons can create a fertile ground for communication and collaboration among the educational communities of different European countries and promote open education. Implications and future recommendations are also discussed.
- Good practices in early childhood education: Looking at early educators' perspectives in six European countriesPublication . Gregoriadis, Αthanasios; Zachopoulou, Evridiki; Grammatikopoulos, Vasilis; Liukkonen, Jarmo; Leal, Teresa; Gamelas, Ana Madalena; Pessanha, Manuela; Barros, Silvia Araujo de; Loizou, Eleni; Olesen, Lise Sanders; Henriksen, Claus; Ciolan, LauraThe 21st century has been described by many researchers as an era of educational change. The constantly evolving smart technologies, the Internet and the ICTs claim a substantial part of teachers’ and children’s daily time, interest and practices. It is true that the change that has occurred in education practice and tools over the last fifteen years has been truly remarkable. Theoretical frameworks like constructivism, sociocultural theory, attachment theory and others, have enhanced the way we approach children’s learning and development. The traditional face-to-face and teacher-centered approaches have being substituted by discovery learning, individualized learning, creative thinking, hand on experiences and child centered practices. The recent reforms in several early childhood curriculums of the international educational community have highlighted the demand to develop learning environments that will meet children’s needs in the most effective way (Gettinger, 2003). But what constitutes a high quality early childhood education environment? What are the basic requirements for an early childhood education environment in order to be described as qualitative? Despite the technological advances and the shift of educational interest towards children’s needs, abilities and motivation, the fact remains that there are some classic and global criteria that must be met for an early childhood environment to be characterized as qualitative. Harms, Clifford and Cryer (2005) mention that in order to provide quality of life care and education, we must provide for the three basic needs all children have: (a) Protection of their health and safety, (b) Building positive relationships and classroom climate, and (c) Opportunities for stimulation and learning from experience.
- Good practices in early childhood education: Looking at early educators’ perspectives in six European countriesPublication . Gregoriadis, Athanasios; Zachopoulou, Evridiki; Grammatikopoulos, Vasilis; Liukkonen, Jarmo; Leal, Teresa; Gamelas, Ana Madalena; Pessanha, Manuela; et al.
- Parents' and teachers' perceptions of quality in Portuguese chilcare classromsPublication . Barros, Sílvia; Leal, TeresaThe main goal of this study was to examine parents’ and teachers’ perceptions of quality in early childhood education for toddlers in Portugal. A total of 110 parents and 110 teachers participated in the study, rating the importance of specific quality criteria and assessing childcare classrooms, based on the Infant/Toddler Environment Rating Scale Parent Questionnaire (ITERS-RPQ) and on the Infant/Toddler Environment Rating Scale Teacher Questionnaire (ITERS-RTQ), respectively. The same quality items were used by external observers to evaluate the same classrooms with the Infant/Toddler Environment Rating Scale (ITERS-R; Harms et al. 2003). Results suggest that parents and teachers give high importance scores to the quality criteria included in the ITERS-R, substantiating the use of this instrument in Portugal. Although correlations were found between observers’ and parents’ ratings of quality, and between observers’ and teachers’ ratings of quality, results suggest that teachers and parents consider education and care in toddler classrooms to be substantially more adequate than the researchers observed.
- Professional development and impact of Early Change project: Reflections from the Portuguese example.Publication . Gamelas, Ana Madalena; Leal, Teresa; Pessanha, Manuela; Barros, Sílvia
- Quality of early childhood environments: Discussion on the concept of quality and future perspectives.Publication . Leal, Teresa; Gamelas, Ana Madalena; Barros, Sílvia; Pessanha, Manuela