UIPCDE - Unidade de Investigação em Psicologia Cognitiva do Desenvolvimento e da Educação (até 2014)
Permanent URI for this community
Browse
Browsing UIPCDE - Unidade de Investigação em Psicologia Cognitiva do Desenvolvimento e da Educação (até 2014) by Author "Aguiar, Cecília"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
- Assessing the quality of portuguese child care programs for toddlersPublication . Barros, Sílvia; Aguiar, CecíliaThe purpose of this study was to describe the quality of toddler child care classrooms in the district of Porto, in the north of Portugal. One hundred and sixty classrooms for children between 1 and 3 years of age participated in this study. Results suggested the existence of poor average quality and absence of good-quality classrooms. Child–adult ratio was a statistically significant predictor of overall child care quality (with lower ratios associated with higher quality). The results of this study provide information on the applicability of ITERS-R to a new cultural and linguistic context, suggesting the need to enhance the quality of Portuguese programs serving toddlers.
- Desenhos de investigação de sujeito único em educação especialPublication . Aguiar, Cecília; Moiteiro, Ana Rita; Correia, Nadine; Pimentel, Júlia van Zeller de SerpaDe carácter quantitativo e experimental, os desenhos de investigação de sujeito único constituem um conjunto de métodos científicos rigorosos, reconhecidos internacionalmente como fonte de evidências empíricas que permitem estabelecer a eficácia de práticas em educação especial. Este trabalho tem como objectivos descrever as principais características e critérios de qualidade deste tipo de desenhos de investigação, discutir a sua utilidade em educação especial e em intervenção precoce na infância e determinar a sua incidência no contexto da investigação nacional nestes domínios. Com base numa pesquisa bibliográfica sistemática nas publicações nacionais nos domínios da educação especial, educação e psicologia e em motores de busca online de carácter científico e generalista, foram identificadas apenas cinco teses de mestrado que recorreram a este tipo de métodos, sugerindo que, apesar do seu potencial, os desenhos de investigação de sujeito único não têm ainda expressão na investigação realizada em Portugal nos domínios da educação especial e da intervenção precoce na infância.
- Influence of structural features on portuguese toddler child care qualityPublication . Pessanha, Manuela; Aguiar, Cecília; Bairrão, JoaquimWhereas child care quality has been extensively studied in the U.S., there is much less information about the quality of child care in other countries.With one of the highest maternal employment rates in Europe, it is important to examine child care in Portugal. Thirty toddler classrooms in child care centers were observed. The purpose of this studywas to determine whether structural features account for overall toddler child care quality. Results showed younger and better-paid teachers provided better toddler child care quality. Space available per childwas not a statistically significant predictor of toddler child care quality.Overall quality results suggest some issues to be addressed by early education policy makers and indicate the need to promote quality in Portuguese toddler child care programs.
- La consistance de l’intervention éducative parentale : La qualité de l’environnement familial et les comportements interactifs de la mèrePublication . Cruz, Orlanda; Aguiar, CecíliaL’intervention éducative parentale ne se manifeste pas seulement par des comportements éducatifs spécifiques mais aussi par la fac¸on dont les parents organisent l’environnement familial de l’enfant. L’objet de cette étude a consisté à identifier les dimensions de la qualité de l’environnement familial susceptibles d’être associées aux comportements interactifs de la mère, une fois contrôlée la variable relative au niveau d’études des mères. Ont participé à cette étude 120 mères d’enfants d’âge compris entre 14 et 49 mois. La qualité de l’environnement familial a été évalué avec l’échelle HOME Inventory for Families of Infants and Toddlers (Caldwell et Bradley, 1984). Le comportement de la mère en interaction avec son enfant, dans une situation de jeu libre, a été enregistré sur bandes vidéo en trois séances de 15 minutes chacune. L’échelle d’évaluation des styles d’enseignement (Cruz, Aguiar et Barros, 2004 ; McWilliam et al., 1998) a été alors utilisée pour classifier le comportement interactif de la mère. Les résultats ont mis en évidence des associations positives entre la note globale de l’échelle HOME et les dimensions « responsivité » et « enseignement actif » du comportement interactif. Par ailleurs, il fut également observé une association négative entre les valeurs de l’échelle HOME et le comportement en interaction « engagement décalé ». Cette association s’accentuait légèrement lorsqu’il était procédé au contrôle de la variable relative au niveau d’études de la mère. ------ ABSTRACT ------ Parental child rearing can be analysed through the observation of child-rearing behaviours and also through the way parents organize home environment. This study intends to identify the home environmental quality dimensions that are related to maternal interactive behaviours after accounting for maternal education level. The participants were 120 mothers of children aged 14 to 49 months. The quality of home environment was assessed with HOME Inventory for Families of Infants and Toddlers (Caldwell and Bradley, 1984). Interactive behaviours were collected, video registered and coded using the Mothers Teaching Styles Rating Scale (Cruz, Aguiar and Barros, 2004; McWilliam et al., 1996). Positive associations were found between HOME total score and the responsiveness and active teaching dimensions of maternal interactive behaviour; these associations decreased after accounting for maternal education level. Negative associations were found between home environment and non contingent involvement; but these associations slightly increased after accounting for maternal education level.