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QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Nauki o Wychowaniu, 2017-12, Vol.5 (2), p.190-198

Cadima, Joana

2017

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Examining differential trajectories of engagement over the transition to secondary school: The role of perceived control

International journal of behavioral development, 2020-07, Vol.44 (4), p.313-324

2020

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Trajectories of Parental Engagement in Early Childhood Among Dual-Earner Families: Effects on Child Self-Control

Developmental psychology, 2018-04, Vol.54 (4), p.731-743

2018

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Contextos Pré-Escolares Inclusivos: Organização do Grupo, Interações e Envolvimento

Revista brasileira de educação especial, 2022, Vol.28

2022

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The Bidirectional Interplay Between Self-Regulation and Expressive Vocabulary During Toddlerhood

Developmental psychology, 2022-09, Vol.58 (9), p.1652-1664

2022

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The Exploring Teacher-Family Partnerships in Infant Center-based Care

International journal of educational psychology, 2023-06, Vol.12 (2), p.178-205

2023

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The power of teacher‐toddler relationships and stability of care for language development

Social development (Oxford, England), 2024-02, Vol.33 (1), p.n/a

2024

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Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity

Journal of applied developmental psychology, 2023-05, Vol.86, p.101518, Article 101518

2023

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The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes

Journal of school psychology, 2010-12, Vol.48 (6), p.457-482

2010

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Transição para a creche e bem-estar emocional dos bebês em Portugal

Psicologia Escolar e Educacional (Online), 2017-12, Vol.21 (3), p.427-436

2017

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Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate

Early childhood research quarterly, 2015-01, Vol.32, p.1-12

2015

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Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting

Early education and development, 2019-08, Vol.30 (6), p.800-816

2019

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In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

Social psychology of education, 2022-06, Vol.25 (2-3), p.509-534

2022

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Correction to: In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

Social psychology of education, 2022-06, Vol.25 (2-3), p.535-536

2022

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QualityMatters: W jaki sposób i w jakich warunkach istotna jest jakość we wczesnej edukacji i opiece? Badanie w czterech krajach europejskich

Nauki o Wychowaniu. Studia Interdyscyplinarne, 2017, Vol.5 (2), p.190-199

Cadima, Joana

2017

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Interacções professor-aluno nas salas de aula no 1.º CEB: Indicadores de qualidade

Revista portuguesa de educação, 2013-10, Vol.24 (1), p.7-34

2013

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Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support

Early childhood research quarterly, 2019-01, Vol.46, p.75-86

2019

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Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

Journal of child and family studies, 2016-06, Vol.25 (6), p.1829-1839

2016

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The Strengths and Difficulties Questionnaire: An examination of factorial, convergent, and discriminant validity using multitrait-multirater data

Psychological assessment, 2021-01, Vol.33 (1), p.45-59

2021

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Unique and joint contributions of behavioral and emotional self-regulation to school readiness

Applied developmental science, 2023-04, Vol.27 (2), p.136-155

2023

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Mothers' educational level and literacy beliefs: associations with home literacy experiences

International journal of early years education, 2022-04, Vol.30 (2), p.167-183

2022

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Relations between child self-control, maternal relational frustration, and teacher–child conflict: a longitudinal study with children from dual-earner families

Development and psychopathology, 2022-02, Vol.34 (1), p.183-196

2022

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Workplace Family Support, Parental Satisfaction, and Work–Family Conflict: Individual and Crossover Effects among Dual‐Earner Couples

Applied psychology, 2017-10, Vol.66 (4), p.628-652

2017

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Elementary school children's perspectives on distributive justice in trade

The Journal of educational research (Washington, D.C.), 2021-08, Vol.114 (4), p.418-430

2021

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Teacher-child dependency in preschool: links with teacher-child closeness, conflict and children's effortful control

Attachment & human development, 2021-09, Vol.23 (5), p.540-555

2021

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QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Examining differential trajectories of engagement over the transition to secondary school: The role of perceived control

Trajectories of Parental Engagement in Early Childhood Among Dual-Earner Families: Effects on Child Self-Control

Contextos Pré-Escolares Inclusivos: Organização do Grupo, Interações e Envolvimento

The Bidirectional Interplay Between Self-Regulation and Expressive Vocabulary During Toddlerhood

The Exploring Teacher-Family Partnerships in Infant Center-based Care

The power of teacher‐toddler relationships and stability of care for language development

Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity

The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes

Transição para a creche e bem-estar emocional dos bebês em Portugal

Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate

Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting

In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

Correction to: In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

QualityMatters: W jaki sposób i w jakich warunkach istotna jest jakość we wczesnej edukacji i opiece? Badanie w czterech krajach europejskich

Interacções professor-aluno nas salas de aula no 1.º CEB: Indicadores de qualidade

Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

The Strengths and Difficulties Questionnaire: An examination of factorial, convergent, and discriminant validity using multitrait-multirater data

Unique and joint contributions of behavioral and emotional self-regulation to school readiness

Mothers' educational level and literacy beliefs: associations with home literacy experiences

Relations between child self-control, maternal relational frustration, and teacher–child conflict: a longitudinal study with children from dual-earner families

Workplace Family Support, Parental Satisfaction, and Work–Family Conflict: Individual and Crossover Effects among Dual‐Earner Couples

Elementary school children's perspectives on distributive justice in trade

Teacher-child dependency in preschool: links with teacher-child closeness, conflict and children's effortful control

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