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Activity settings in toddler classrooms and quality of group and individual interactions

Journal of applied developmental psychology, 2020-03, Vol.67, p.101100-10, Article 101100

2020

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Activity settings in toddler classrooms and quality of group and individual interactions

Journal of applied developmental psychology, 2020-03, Vol.67, p.1-10

2020

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Artistic Activities in Crèche and the Quality of Interactions

Early education and development, 2020-05, Vol.31 (4), p.582-598

2020

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Associations Between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement in Portugal

Early education and development, 2015-07, Vol.26 (5-6), p.708-728

2015

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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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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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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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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 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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Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Journal of abnormal child psychology, 2016, Vol.44 (1), p.7-17

2016

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

Early childhood research quarterly, 2019-01, Vol.49, p.81-92

2019

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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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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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Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

Education sciences, 2024-08, Vol.14 (8), p.840

2024

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Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries

Early childhood education journal, 2024-04

2024

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Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Mindfulness, 2021-07, Vol.12 (7), p.1719-1732

2021

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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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Environmental risk factors and children’s literacy skills during the transition to elementary school

International journal of behavioral development, 2010-01, Vol.34 (1), p.24-33

2010

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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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Examining teacher-child relationship quality across two countries

Educational psychology (Dorchester-on-Thames), 2015-11, Vol.35 (8), p.946-962

2015

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A experiência do bebé na creche: Perceções de mães e de educadoras no período de transição do contexto familiar para a creche

Análise Psicológica, 2017-09, Vol.35 (3), p.247-262

2017

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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 Exploring Teacher-Family Partnerships in Infant Center-Based Care: A Comparative Study of Teachers' and Mothers' Perspectives and Influential Factors

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

2023

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Factores de risco: a multiplicidade das variáveis contextuais no desenvolvimento das crianças

Psicologia (Lisbon, Portugal), 2014-01, Vol.23 (2), p.175-192

2014

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A Gengivectomia como Ferramenta no Equilíbrio das Proporções Dentárias : Revisão Narrativa a Propósito de um caso Clínico

Ferreira, Joana Filipa da Silva Cadima

2020

Volltextzugriff (PDF)

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Activity settings in toddler classrooms and quality of group and individual interactions

Activity settings in toddler classrooms and quality of group and individual interactions

Artistic Activities in Crèche and the Quality of Interactions

Associations Between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement in Portugal

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

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

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

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

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

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

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

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

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

Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes

Elementary school children's perspectives on distributive justice in trade

Environmental risk factors and children’s literacy skills during the transition to elementary school

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

Examining teacher-child relationship quality across two countries

A experiência do bebé na creche: Perceções de mães e de educadoras no período de transição do contexto familiar para a creche

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

The Exploring Teacher-Family Partnerships in Infant Center-Based Care: A Comparative Study of Teachers' and Mothers' Perspectives and Influential Factors

Factores de risco: a multiplicidade das variáveis contextuais no desenvolvimento das crianças

A Gengivectomia como Ferramenta no Equilíbrio das Proporções Dentárias : Revisão Narrativa a Propósito de um caso Clínico

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