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This study examines the quality of infant center care in Portugal through a multimeasure approach and investigates the associations among process quality dimensions and structural quality indicators. Ninety infant child care classrooms were observed during two full mornings with the ITERS-R, the CLASS-Infant and the CIS. Results revealed that a two-factor structure of process quality with the domains (a) Relationships and (b) Use of Space and Materials provided the best fit to the data. Of the structural indicators that were examined, teacher training showed the most robust relation to both process quality domains. In addition, classrooms with smaller groups and in centers located in non-urban areas were likely to show more sensitive relationships between teachers and infants. These findings have implications for public policy and professional development efforts on infant center care.

This study examined concurrent associations between family sociodemographic risk, self-regulation and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of self-regulation were assessed using a direct measure called the Head-Toes-Knees-

Both delivery routes seem equally valid, neither posing high maternal or neonatal complications' incidence.

The observation and assessment of quality of teacher-child interactions in elementary school settings are increasingly recognized as important, however research is still very limited in European countries. In this study we examined the quality of the interactions between teacher and children in first grade classrooms in Portugal and the extent to which structural features at teacher-, classroom-, and school-level explained variation in this quality. One hundred and fifteen classrooms participated in the study. Classrooms were observed through a standardized rating scale concerning emotional, organizational, and instructional support.Results indicated that the levels of emotional and organizational support in most classrooms were of moderate quality, but the levels of instructional support were low, suggesting that most observed activities did not encourage students' higher order thinking skills. An examination of the associations between teacher and classroom characteristics and the quality of teacher-child interactions indicated a small effect for teacher education. Teachers with an advanced degree were more likely to be more emotionally sensitive and to have better instructional interactions in the classroom. For school-level characteristics, findings showed that the classrooms in private and smaller schools were likely to provide higher levels of emotional, organizational, and instructional quality. The results suggest that focusing on the interactions between teacher and children can provide valuable information to enhance classroom quality.

ResumoO presente estudo analisa a relação entre a implementação de práticas de transição do contexto familiar para a creche e o bem-estar emocional dos bebês durante o primeiro de mês de frequência neste contexto extrafamiliar. Foram recolhidos dados, antes e após a entrada do bebê na creche, junto das mães e das educadoras de 90 bebês.Os resultados indicaram que o número de práticas de transição reportadas pelas educadoras se revela positivamente associado ao bem-estar emocional dos bebês durante o primeiro mês de frequência da creche. Estes resultados recomendam a implementação de um conjunto diversificado de práticas de transição, antes e após a entrada na creche, no sentido de facilitar a adaptação dos bebês ao novo contexto desenvolvimental. Palavras-chave:Creche; bebês; bem-estar da criança. Transition to childcare and infants' well-being in Portugal AbstractThe present study analyzes the relationship between the implementation of transition practices from home to day care center and the emotional wellbeing of the infants during the first month of attendance in this extrafamiliar environment. Data were collected, before and after the infant entered the day care center, with the mothers and teachers of 90 infants. The results indicated that the number of transition practices reported by teachers is positively associated with the emotional well-being of infants during the first month of day care attendance. These results recommend the implementation of a diversified set of transition practices, before and after entry into the day care center, to facilitate the infants' adaptation to the new developmental setting. Keywords:Child day care; infants; child welfare. Transición a la guardería y bienestar emocional de los bebés en Portugal ResumenEn el presente estudio se analiza la relación entre la implementación de prácticas de transición del contexto familiar a la guardería y el bienestar emocional de los bebés, durante el primer mes de frecuencia de este contexto extra-familiar. Se recolectaron datos, antes y tras la entrada del bebé en la guardería, por intermedio de las madres y de las educadoras de 90 bebés. Los resultados indicaron que el número de prácticas de transición reportadas por las educadoras se revela positivamente asociado al bienestar emocional de los bebés durante el primer mes de frecuencia a la guardería. Estos resultados recomiendan la implementación de un conjunto diversificado de prácticas de transición, antes y tras la entrada en la guardería, en el sentido de facilitar la adaptación de los bebés al nuevo contexto de desarrollo.Palabras clave: Jardines infantiles; bebés; bienestar del nino.

The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), assess their risk of bias, synthesize the findings and identify knowledge gaps. We undertook a systematic literature search in seven different databases. Reviews of studies without control groups were excluded. Each abstract and full text article was assessed independently, and disagreements were solved in consensus. Relevant reviews were assessed for bias using the ROBIS tool. Of 4912 records identified through database searches, two systematic reviews met the inclusion criteria. Both reviews were assessed as having a high risk of bias. The results were used to summarize existing knowledge and knowledge gaps. In conclusion, SEL interventions in preschool settings must be considered knowledge gaps. There is a need for more high-quality primary studies and further systematic reviews that adhere to strict scientific methods and address the overwhelming heterogeneity in field, in terms of interventions, settings and outcomes.

Este estudo apresenta atitudes e probabilidade de comportamentos de parceria família-creche, relatadas por mães e educadoras, durante o período de entrada de bebés na creche. Mães e educadoras de 90 bebés responderam à Escala de Parceria Educadores-Pais. Os resultados indicam uma grande valorização, por parte das mães e educadoras, da parceria creche-família para dar resposta às necessidades das crianças, bem como uma elevada probabilidade de se envolverem em comportamentos de parceria. Os relatos das mães são relativamente mais positivos do que os das educadoras quer no que se refere às atitudes, quer no que se refere à probabilidade de comportamentos de parceria. Verificaram-se associações positivas entre os relatos das mães e das educadoras, assim como entre as atitudes das mães e a qualidade do ambiente familiar. Encontraram-se associações negativas entre a idade e experiência das educadoras em contexto de creche e as suas respostas relativas a atitudes e à probabilidade de comportamentos de parceria. Na discussão, destaca-se a necessidade de investir na formação e na melhoria da qualidade das creches, de modo a promover parcerias família-creche mais efetivas. Palavras-chave:Comunicação família-educadora, Qualidade do ambiente de creche, Transição dos bebés para a creche. IntroduçãoEm Portugal, tal como em vários países da União Europeia, o número de crianças pequenas com ambos os pais a trabalhar a tempo inteiro é bastante elevado (mais de 60%; Organization for Economic Co-operation and Development [OECD], 2011), pelo que se torna essencial debater questões relativas aos cuidados e educação de crianças entre os 0 e os 6 anos (OECD, 2011). Com as mudanças sociais e políticas que decorreram em Portugal nas últimas décadas, e considerando o facto de nem todas as famílias poderem contar com a rede de apoio familiar para cuidar dos seus bebés, o número de famílias que recorre aos serviços das creches tem vindo a aumentar nos últimos anos (Comité Português para a UNICEF, 2013). Em 2012, as creches e amas dos centros urbanos do país apresentavam uma taxa de ocupação acima dos 80% (Equipa de Estudos e Políticas, 2013). Esta procura das creches por parte das famílias é acompanhada pelo aumento da A correspondência relativa a este artigo deverá ser enviada para: Vera