Children’s Right to Participate: The Lundy Model Applied to Early Childhood Education and Care

Children have the right to express their views in all matters affecting them, and to have them considered and given due weight. Children’s participation is most meaningful when rooted in children’s everyday lives, and its promotion should be encouraged from the youngest ages, especially in early childhood education and care (ecec). In this paper we apply the Lundy model of participation, widely used in policy, practice and professional development initiatives, to the ecec context. Based on examples provided by ecec professionals from Belgium, Greece, Poland, and Portugal, we illustrate the implementation of the elements of space, voice, audience and influence, proposed by the Lundy model. We also discuss the interrelations among these elements and the need for organisational and contextual support to enhance children’s participation. This paper adds to existing literature, highlighting theoretical and practical issues associated with the promotion of children’s right to participate in ecec.info:eu-repo/semantics/publishedVersio

Comportamentos interactivos das educadoras de infância em salas de creche em função do tipo de actividades e das características estruturais do contexto

O presente artigo pretende examinar a quantidade, qualidade e adequação dos comportamentos interactivos das educadoras em salas de creche, em actividades livres e estruturadas, investigando a sua relação com aspectos de estrutura destes contextos. Participaram neste estudo 30 responsáveis por salas de creche da Área Metropolitana do Porto (incluindo 5 auxiliares de acção educativa). Os comportamentos interactivos das educadoras foram avaliados com a Escala de Interacção Educador-Criança (Farran, & Collins 1995). Os resultados obtidos sugerem que as educadoras exibem maior quantidade de comportamentos interactivos no decurso de actividades estruturadas (r = .65) e que a adequação destes comportamentos é superior quando estes profissionais têm bacharelato ou licenciatura (rь=.57), quando auferem salários superiores (r = .42) e quando despendem menos horas de trabalho directo com as crianças (r = -.37). A qualidade dos comportamentos interactivos está relacionada com o salário auferido (r = .43). As implicações práticas dos resultados obtidos são discutidas com o objectivo de analisar formas possíveis de alcançar níveis de excelência em contextos de educação de infância.Abstract: This study aims to investigate the quality, quantity, and appropriateness of early childhood teachers’ interactive behaviors in toddler child care classrooms, during free play and structured activities, while also analyzing its relationship with classroom structural features. Participants were 30 lead teachers of toddler child care classrooms in the metropolitan area of Porto (including 5 teachers without a degree in early childhood education). Teachers’ interactive behaviors were measured with the Teacher/Child Interaction Scale (Farran, & Collins 1995). Results suggest early childhood teachers display a greater amount of interactive behaviors during structured activities (r = .65) and that the appropriateness of their behaviors is higher when teachers have a college level early childhood degree (rь=.57), when they earn higher wages (r = .42) and when they spend less hours in direct work with children (r = -.37). The quality of teachers’ interactive behaviors is associated with their monthly wage (r = .43). Practical implications are discussed considering possible ways of reaching excellence levels in early childhood education and care settings.Résumé: Le présent article vise à examiner la quantité, la qualité et le niveau d’adéquation des interactions des éducateurs de crèche avec les enfants, tant dans leurs activités libres que structurées, tout en tenant compte des caractéristiques structurelles du contexte. Trente responsables de salle de crèche de la ville de Porto (dont 5 auxiliaires d’éducation) participèrent à l’étude. Les interactions des éducatrices furent mesurées à l’aide de «l’Échelle d’Interaction Éducateur-Enfant» (Farran, & Collins 1995). Les résultats obtenus suggèrent que les éducatrices font montre d’une plus grande quantité d’interactions au cours des activités structurées (r = .65) et que les comportements de ces professionnelles sont plus adéquates quand elles ont Bac+3 ou Bac+5 (rь=.57), quand elles ont un salaire supérieur (r = .42) et quand elles ont moins d’heures de travail direct avec les enfants (r = - .37). Enfin, la qualité des interactions est liée au salaire (r = .43). Les implications pratiques des résultats obtenus sont discutées avec comme objectif l’analyse d’alternatives possibles permettant d’atteindre un meilleur niveau d’excellence dans les contextes d’éducation infantile

Comportamentos interactivos das educadoras de infância em salas de creche em função do tipo de actividades e das características estruturais do contexto

O presente artigo pretende examinar a quantidade, qualidade e adequação dos comportamentos interactivos das educadoras em salas de creche, em actividades livres e estruturadas, investigando a sua relação com aspectos de estrutura destes contextos. Participaram neste estudo 30 responsáveis por salas de creche da Área Metropolitana do Porto (incluindo 5 auxiliares de acção educativa). Os comportamentos interactivos das educadoras foram avaliados com a Escala de Interacção Educador-Criança (Farran, & Collins 1995). Os resultados obtidos sugerem que as educadoras exibem maior quantidade de comportamentos interactivos no decurso de actividades estruturadas (r = .65) e que a adequação destes comportamentos é superior quando estes profissionais têm bacharelato ou licenciatura (rь=.57), quando auferem salários superiores (r = .42) e quando despendem menos horas de trabalho directo com as crianças (r = -.37). A qualidade dos comportamentos interactivos está relacionada com o salário auferido (r = .43). As implicações práticas dos resultados obtidos são discutidas com o objectivo de analisar formas possíveis de alcançar níveis de excelência em contextos de educação de infância.Abstract: This study aims to investigate the quality, quantity, and appropriateness of early childhood teachers’ interactive behaviors in toddler child care classrooms, during free play and structured activities, while also analyzing its relationship with classroom structural features. Participants were 30 lead teachers of toddler child care classrooms in the metropolitan area of Porto (including 5 teachers without a degree in early childhood education). Teachers’ interactive behaviors were measured with the Teacher/Child Interaction Scale (Farran, & Collins 1995). Results suggest early childhood teachers display a greater amount of interactive behaviors during structured activities (r = .65) and that the appropriateness of their behaviors is higher when teachers have a college level early childhood degree (rь=.57), when they earn higher wages (r = .42) and when they spend less hours in direct work with children (r = -.37). The quality of teachers’ interactive behaviors is associated with their monthly wage (r = .43). Practical implications are discussed considering possible ways of reaching excellence levels in early childhood education and care settings.Résumé: Le présent article vise à examiner la quantité, la qualité et le niveau d’adéquation des interactions des éducateurs de crèche avec les enfants, tant dans leurs activités libres que structurées, tout en tenant compte des caractéristiques structurelles du contexte. Trente responsables de salle de crèche de la ville de Porto (dont 5 auxiliaires d’éducation) participèrent à l’étude. Les interactions des éducatrices furent mesurées à l’aide de «l’Échelle d’Interaction Éducateur-Enfant» (Farran, & Collins 1995). Les résultats obtenus suggèrent que les éducatrices font montre d’une plus grande quantité d’interactions au cours des activités structurées (r = .65) et que les comportements de ces professionnelles sont plus adéquates quand elles ont Bac+3 ou Bac+5 (rь=.57), quand elles ont un salaire supérieur (r = .42) et quand elles ont moins d’heures de travail direct avec les enfants (r = - .37). Enfin, la qualité des interactions est liée au salaire (r = .43). Les implications pratiques des résultats obtenus sont discutées avec comme objectif l’analyse d’alternatives possibles permettant d’atteindre un meilleur niveau d’excellence dans les contextes d’éducation infantile

Assessing the quality of portuguese child care programs for toddlers

The 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

Escala de Avaliação das Estratégias Sociais: Um estudo de validação com crianças em idade pré-escolar

A Escala de Avaliação das Estratégias Sociais (EAES; Aguiar, 2007) destina-se a avaliar as estratégias sociais específicas que as crianças em idade pré-escolar utilizam nas tarefas sociais de entrada no grupo de pares, manutenção do jogo e resolução de conflitos. Neste estudo, avaliamos as características psicométricas dos dados obtidos com a EAES e com o Sistema de Avaliação das Competências Sociais (SSRS; Gresham & Elliott, 1990) em 349 crianças Portuguesas em idade pré-escolar. Internamente consistentes, correlacionadas com uma medida estabelecida de competência social, e com algumas variações em função do sexo e idade das crianças, as estratégias sociais de Manutenção do jogo, Iniciação harmoniosa, Iniciação ativa e Resolução de conflitos poderão relevar-se úteis para a investigação sobre relações entre pares

La consistance de l’intervention éducative parentale : La qualité de l’environnement familial et les comportements interactifs de la mère

L’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

A Qualidade Observada em Salas de Berçário

This study aimed to investigate the quality of center-based child care and education for infants. Thirty classrooms for infants from Setúbal and Palmela, in the south of Portugal, participated in this study. The overall quality of these classrooms was assessed with the Infant/Toddler Environment Rating Scale - Revised Edition and caregivers’ socialization practices were measured with the Caregiver Interaction Scale. Findings suggest that these classrooms present moderate overall quality and high-quality caregiving interaction behaviors. The associations between these process quality measures and selected classroom structural features suggest, among other implications, the need to ensure the presence of professionals with university degrees in early childhood education in these settings.Este estudo teve como objetivo investigar a qualidade de estruturas formais de educação para crianças com menos de 12 meses de idade. Participaram 30 salas de berçário de Setúbal e Palmela, no sul de Portugal. A qualidade global das salas foi avaliada com base na Infant/Toddler Environment Rating Scale - Revised Edition e as práticas de socialização, com base na Caregiver Interaction Scale. Os resultados revelam qualidade global média moderada das salas e elevada qualidade nas práticas de socialização. As associações entre essas medidas de processo e algumas características estruturais das salas sugerem, entre outras implicações, a necessidade de assegurar a formação superior em educação de infância dos profssionais que trabalham nesses contextos de socialização

Análise comparativa entre a proficiência em Matemática dos alunos da rede estadual de Sergipe e da rede estadual do município de Lagarto - SE

-O presente artigo tem o objetivo de mostrar uma análise da proficiência em Matemática dos alunos pertencentes aos anos finais do ensino fundamental, das escolas da rede estadual de Sergipe, como também dos estudantes da rede estadual do município de Lagarto – SE. O processo de análise foi desenvolvido a partir de verificações das avaliações do Saeb, disponibilizadas pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira - Inep, referentes aos anos de 2013 a 2019, buscando evidenciar ações e formações, que a Secretaria Estadual propôs para professores e gestores durante esse período, com a finalidade de compreender as dificuldades dos alunos sergipanos e com o objetivo de avançar na qualidade da educação básica do Estado

doi:10.1016/j.ecresq.2009.12.003

We dedicate this paper to the memory of Professor Joaquim Bairrão (1935Bairrão ( -2007, outstanding scientist and mentor. Keywords: Quality Toddler child care ITERS-R Portugal a b s t r a c t The 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

Study on residual behaviour and flexural toughness of fibre cocktail reinforced self compacting high performance concrete after exposure to high temperature

This paper analyzed the effect of different fibres on the residual compressive strength, the ultimate load and flexural toughness, the failure pattern and the fracture energy of self compacting high-performance concrete (SCHPC) after exposure to various high temperature. The micro polypropylene fiber (PP fiber) could mitigate the spalling of SCHPC member significantly, but did not show clear effect on the mechanic properties of concrete. The macro steel fiber (SF) reinforced SCHPC showed higher flexural toughness and ultimate load before and after high temperatures. The mechanical properties of hybrid fibre reinforced SCHPC (HFSCHPC) after heating were better than that of mono-fibre reinforced SCHPC. The failure mode changed from pull-out of steel fibers at lower temperature to broken down of steel fibers at higher temperature. The use of hybrid fibre can be effective in providing the residual strength and failure pattern and in improving the toughness and fracture energy of SCHPC after high temperature.Fundação para a Ciência e a Tecnologia (FCT