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Project/Service Agreement:PTDC/MHC-CED/5913/2014

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Status
Projeto EncerradoClosed
Publication
PublicadoPublished
General Data
Code: 68198
 
Application: PTDC/MHC-CED/5913/2014
 
Reference: PTDC/MHC-CED/5913/2014
Short name: QualityMatters
Title: How and under what conditions does quality in early education and care matter? A study across four European countries
Competitive Funding: Yes
Does it involve businesses?: No
No. of Participating Institutions: 1
Scope
Type: Funded Project
 
Geographical Scope: National
 
Type of Action: R&TD
Funding
Programme: Projetos de IC&DT em todos os Domínios Científicos 2014
Funding Institution: Fundação para a Ciência e a Tecnologia
Financial Geographical Scope: National
Date of the Funding Agreement: 2016-04-07
Scheduling
Planned Start Date: 2016-05-01
Effective Start Date: 2016-05-01
Expected Completion Date: 2019-10-31
Effective Completion Date: 2019-10-31
Budget
Currency: EUR
 
Total Approved Budget: 180.000,00 EUR
Details
Summary: It is widely recognized that young children develop key competences for later school and social success through interactions with adults, peers and learning activities in the early childhood education and care (ECEC) settings. In particular, the quality of the interactions between children and teachers has been shown to be important for social and academic development[1,2,3]. Warm, responsive, and cognitivelystimulating interactions can predict gains in children's cognitive and social development[1,2,3,4].
Despite these positive links, the effects of teacherchild interactions have been somewhat small and inconsistent across studies. Increasingly, researchers recognize the complexity of the classroom context, and that the effects of teacherchild interactions are likely to vary as a function of children's groups and classroom features.One important factor that might help understand the variation on the effects of classroom quality is the type of activity setting (e.g., large group, free choice, routines).Teachers use different activity settings to structure children's time throughout the day and the structure of the settings is likely to play a role in
the type of opportunities created for interaction. Studies from the USA provide some support for the importance of activity setting[5,6], but it remains unclear the extent to which the quality of teacherchild interactions varies as a function of particular activity settings for toddlers, and in Europe. Understanding whether teachers provide similar levels of interactions quality throughout the day or whether they elect specific moments to provide highquality interactions remains an important research question.This can help teachers identify the most powerful learning opportunities across the day.A second overlooked potential source of ECEC quality variations is the quality of peer interactions. Prior research suggests that peer interactions play a positive role in supporting and extending children Ver mais. Adequado para parcelas de texto incompletas e que, através deste ícone, permite-se que o utilizador leia o texto todo.
Scientific Context
Scientific Domain (FOS - Level 2): Social sciences > Psychology

Academic fields (CORDIS - Level 5)

Mais informações There are no Academic Fields associated with the Project.

Keywords

  • Educação de infância
  • Interações entre pares
  • Qualidade
Documents
Mais informações There are no Documents associated with the Project.

Publications associated with the Project

Article in International Scientific Journal
Mafalda Alvim Gonçalves (Author) (Other); Teresa Aguiar (Author) (FPCEUP); Carolina Guedes (Author) (FPCEUP); Joana Cadima (Author) (FPCEUP)
2020
Article in International Scientific Journal
Carolina Guedes (Author) (FPCEUP); Joana Cadima (Author) (FPCEUP); Teresa Aguiar (Author) (FCUP); Cecília Aguiar (Author) (Other); Clara Barata (Author) (Other)
2020
Article in International Scientific Journal
Jenni Salminen (Author) (Other); Carolina Guedes (Author) (Other); Marja-Kristiina Lerkkanen (Author) (Other); Eija Pakarinen (Author) (Other); Joana Cadima (Author) (FPCEUP)
2021
Article in International Scientific Journal
Teresa Aguiar (Author) (FCUP); Carolina Guedes (Author) (FPCEUP); Joana Cadima (Author) (FPCEUP)
2020
Institutions Participating in the Project
Institution Contact Create Tab?
Name Short name Country Type Participation Name Telephone Email
Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto FPCEUP Portugal University Proponent Joana Dias Cadima
 
Budgets and Teams
Approved Budget: 180.000,00 EUR
Approved Funded Amount: 180.000,00 EUR
Approved co-funded Amount: -
Funding Rate: 100 %
Confidential Budget:

People in the Project

Institution Name Short name Role Dedication (%) Contribution (%) Allocation
Start date End date
FPCEUP Carolina Barros Guedes CBG Grant recipient 100 0 2016-08-08 2019-08-07
FPCEUP Carolina Barros Guedes CBG Researcher 20 2019-08-08 2019-10-31
FPCEUP Joana Dias Cadima JDC Official Researcher at the OU 0 0
FPCEUP Joana Dias Cadima JDC Researcher 100 2017-03-01 2019-02-28
FPCEUP Teresa Raquel Duarte de Aguiar TRDA Grant recipient 100 2016-09-01 2019-01-27

Technicians in the Project

Technician Contact
FPCEUP 244105 Celia Regina Silva Pinto 220400647
FPCEUP 373633 Pedro Alexandre das Neves Leal 220400648
Laboratories
Mais informações There are no Laboratories associated with the Project.
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