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- Qualidade na creche: um estudo de caso múltiplo em PortugalPublication . Pereira, Mónica Dias; Azevedo, Nair Rios; Nascimento, Ana Teresa BritoTomando como ponto de partida a necessidade de se investir na contínua melhoria da qualidade dos ambientes institucionais portugueses para as crianças nos primeiros anos de vida, apresentamos os resultados de um estudo de caso múltiplo, realizado em duas creches com características distintas. O objetivo foi compreender a perspetiva das famílias e profissionais sobre a qualidade nas creches. A análise dos dados foi realizada a partir das dimensões conceptuais identificadas: organizacional, ambiental e relacional. A partir dessas dimensões evidenciamos lacunas nos processos de escuta e de interação entre profissionais e famílias, considerados fundamentais para a dinâmica da intersubjectividade que uma construção partilhada de significado sobre a qualidade em creche implica.
- Dialogues with parents: a parental support and empowerment program based on the Touchpoints ModelPublication . Teresa Brito Nascimento, Ana; Xavier, Maria Raul; Azevedo, Nair R.; Fareleira, Filipa; Espirito Santo, Joana; Teixeira, Lina; Tinoco, Joana; Singer, Jayne“Dialogues with Parents-welcoming, listening, and empowering” aimed to understand the impact of an innovative approach supporting parents with identified social/emotional vulnerabilities. Program goals included the promotion of positive parenting, the expansion of parents’ knowledge and skills, and the enhancement of parent–child interactions. Based on the Brazelton Touchpoints Developmental-Relational Frameworks, the program applied strength-based assumptions and relationship-based practices to underpin empathic and collaborative relationships with families, seeking to strengthen their confidence in parenting. Two modalities were oered with a modular structure from prenatal–newborn to 6 years. Both included 10 modules, one in which the same group of parents carried out the complete sequence of sessions (Continuous Group) and a second in which parents selected one Touchpoint according to their needs and “drop in” to the session(s) of their choice (Touchpoints 1 by 1 Group). Data were gathered through satisfaction questionnaires at the end of each encounter. A focus group was also held with parents from the Continuous Group. The dierence between applications (248) and total participation (99) indicates that parent’s interest in participating is high but only a third managed to join the groups. Nevertheless, the results were very positive, highlighting the quality of the Touchpoints approach and program implementation, namely its impact on improving parents’ understanding of children’s development and of their own role in parenting. Parents particularly valued the opportunity to actively participate in the encounters and, in the Continuous Group, the usefulness of the encounters for themselves as a person and as parents.
- Understanding the initial impact of early support and key working training through the voices of trainers, training participants, and familiesPublication . Nascimento, Ana Teresa Brito; Lindsay, GeoffAn exploratory study is reported of the delivery of the Early Support and Key Working (ES&KW) training program in England for multiagency professionals and parents. This qualitative study examined how ES&KW training principles and content relate to contemporary pillars in early childhood intervention; how this training is structured to meet the program’s principles and desired outcomes; and its impact on training participants’ competences to fulfill the key working functions in partnership with parents/carers and families they work with. The study involved, throughout its different phases, 42 participants, comprising trainers, training participants, mostly working with small children (aged 0–8 years), and families. On the basis of document analysis, training observations, focus groups, reflective practice, and semistructured interviews, results show that overwhelmingly participants found ES&KW training very significant to their work with children, families, and other professionals but some gaps between the program’s intentions and reality emerged. We explore the reasons for the program’s success and the implications for its further development.