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Orientador(es)
Resumo(s)
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.
Descrição
Palavras-chave
Child care quality Infants Engagement Adaptive behavior Teacher–infants interaction
Contexto Educativo
Citação
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