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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.