Pinto, Ana IsabelCadima, JoanaCoelho, VeraBryant, Donna M.Peixoto, CarlaPessanha, ManuelaBurchinal, Margaret R.Barros, Sílvia2020-04-282020-04-282019http://hdl.handle.net/10400.22/15906In 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.engChild care qualityAdaptiveInfantsEngagementAdaptive behaviorTeacher–infants interactionsQuality of infant child care and early infant development in Portuguese childcare centersjournal article10.1016/j.ecresq.2019.04.003