Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities

Cadima, Joana; Aguiar, Cecília; Barata, Maria Clara

doi:10.1016/j.ecresq.2018.06.007

Cited by 21 publications

(16 citation statements)

References 63 publications

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“…Overall, it can be concluded that there are various problems in ECE related to structural and process quality in the public schooling context of Turkey. The current findings support the previous research which shows the link between structural and process quality (e.g., Cadima, Aguiar, & Barata, 2018;Hu, Fan, Wu, &Yang, 2017;Slot, 2018;Slot, Leseman, Verhagen, & Mulder, 2015). Considering this link, it can be argued that the solution of structural problems regarding families, teachers, and working conditions might improve the process quality in ECE classrooms.…”

Section: Methodssupporting

confidence: 90%

Okul Öncesi Eğitimin Niteliğine Bir Bakış: Aileler, Öğretmenler ve Çalışma Koşulları ile İlgili Sorunlar

Çobanoğlu¹,

Yildirim²,

Aydın³

2020

ENAD

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Öz. Bu araştırma okul öncesi eğitimde yapısal özelliklerin ve eğitim sürecinin niteliği ile ilgili sorunları nitel verilere dayalı olarak ortaya koymaya çalışmaktadır. Çalışma Ankara'daki bağımsız devlet anaokullarında yürütülmüştür. Bu olgubilim (fenomenoloji) araştırmasında maksimum çeşitleme örnekleme yöntemi ile seçilmiş yedi kadın okul öncesi öğretmeni ile yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Ayrıca, görüşme bulgularının desteklenmesi amacıyla bu öğretmenlerin sınıfı bir okul günü boyunca gözlemlenmiştir. Verilerin analizinde içerik analizi yöntemine başvurulmuştur. Bulgular genel olarak okul öncesi eğitimde yapısal özellikler ve eğitim süreci ile ilgili çeşitli sorunlar olduğunu göstermektedir. Yapısal özelliklerin niteliği boyutunda, başlıca sorunların aile, öğretmen ve çalışma koşulları kaynaklı olduğu tespit edilmiştir. Eğitim sürecinin niteliği boyutunda, sorunların planlama, öğrenme /öğretme süreci ve sınıf yönetimi ile ilgili olduğu bulunmuştur. Okul öncesi eğitimde niteliğin geliştirilmesi için çalışma koşullarının iyileştirilmesi, ailelerin okul öncesi eğitim hakkında bilinçlendirilmeleri ve öğretmen yeterliklerinin geliştirilmesi gerekli görülmektedir.

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Section: Methodssupporting

confidence: 90%

Okul Öncesi Eğitimin Niteliğine Bir Bakış: Aileler, Öğretmenler ve Çalışma Koşulları ile İlgili Sorunlar

Çobanoğlu¹,

Yildirim²,

Aydın³

2020

ENAD

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“…Further, this effect emerged within a sample characterized by lowquality instructional support, suggesting even small increments in this ECE process quality domain, focusing on language and concept development, may be important for the social outcomes of young children with disabilities. This finding is especially noteworthy in the context of recent research reporting lower-quality instructional support in inclusive ECE classrooms (Cadima, Aguiar, & Barata, 2018;Pelatti, Dynia, Logan, Justice, & Kaderavek, 2016). It also strengthens the evidence base on cross-domain associations between ECE quality domains and children's outcomes (Downer et al, 2010).…”

Section: Discussionmentioning

confidence: 79%

Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators

Aguiar

Cadima

et al. 2019

Early Childhood Research Quarterly

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Multiple studies have reported associations between early childhood education (ECE) quality and dosage and children's social and behavior development, with some suggesting that this association may be stronger for specific groups of children. In this study, we examined the association between classroom quality and children's social skills and problem behaviors, as reported by ECE teachers, as well as the moderating effects of ECE dosage and children's disability status. Participants were 222 children (Mage = 63.75, SD = 7.77), including 180 typically developing (90 boys) and 42 children with disabilities (29 boys), from 44 inclusive classrooms in the Metropolitan Area of Lisbon, Portugal. Our results indicated that children's social skills and behavior problems were not directly associated with observed classroom quality domains. However, lower classroom organization predicted lower social skills and higher externalizing behavior at higher number of months with the lead teacher; and instructional support predicted increased social skills for children with disabilities. Days absent from school predicted lower social skills. Overall, our results suggest that diverse types of dosage influence teacher's reports of social and behavioral outcomes in different ways.

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“…This suggests that children with disabilities require more intensive and individualized interventions to show gains in peer-related social outcomes (see Brown, Odom, & Conroy, 2001). Importantly, recent research suggests that children attending inclusive classrooms may experience lower quality, especially regarding language support and concept development (Cadima et al, 2018; Pelatti, Dynia, Logan, Justice, & Kaderavek, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Relatedly, children typically attend centers 5 days a week, for a minimum of 5 hr per day. Importantly, previous studies have described mediocre levels of ECE quality (Aguiar et al, 2010; Cadima, Aguiar, & Barata, 2018).…”

Section: Context and Current Studymentioning

confidence: 99%

Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage

Ferreira

Aguiar

Correia

et al. 2019

Topics in Early Childhood Special Education

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Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality, children's verbal, social, and behavioral skills, and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; Mage = 67.53, SD = 10.54), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children's social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children's individual skills and their social acceptance and friendships. Findings suggest more time in ECE is not enough to support children's social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences.

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Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities

Abstract: 2018). Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities. Early Childhood Research Quarterly. 45, 93-105

Cited by 21 publications

References 63 publications

Okul Öncesi Eğitimin Niteliğine Bir Bakış: Aileler, Öğretmenler ve Çalışma Koşulları ile İlgili Sorunlar

Okul Öncesi Eğitimin Niteliğine Bir Bakış: Aileler, Öğretmenler ve Çalışma Koşulları ile İlgili Sorunlar

Classroom quality and children’s social skills and problem behaviors: Dosage and disability status as moderators

Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage

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