Ana Madalena Gamelas

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

Research Findings: 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–Shoulders task. Results of structural equation modeling revealed that family sociodemographic risk had significant negative effects on behavioral regulation and academic achievement. Behavioral regulation was positively associated with academic achievement when we adjusted for the influence of family sociodemographic risk and child verbal IQ. Furthermore, behavioral regulation mediated the association between family sociodemographic risk and mathematics achievement. Practice or Policy: The results suggest the detrimental effect of family socioeconomic risk in Portugal and the potential importance of behavioral regulation for school success for Portuguese children.

Quality of Early Childhood Education Environments: Discussion on the Concept of Quality and Future Perspectives

This chapter focuses on the quality of early childhood education and care services. The concept of quality, its basic features, and its operationalization are discussed in detail. The chapter also deals with the various critiques regarding the concept of quality. It offers arguments, on one hand, for the use of normative development as the unique criterion to define and evaluate the impact of quality characteristics and, on the other hand, for the use of a limited ecological perspective on human development as a framework for study quality. The chapter concludes with a brief mention of future perspectives about quality research and highlights the need for more effective methods to translate research findings into practice.

Professional Development and Impact of the Early Change Project: Reflections from the Portuguese Example

This chapter focuses on the reflections and feedback from the implementation of the Early Change project in Portugal. More specifically, it discusses the particular way in which the project was implemented in Portugal, presents some experiences of the early childhood teachers who used the observational rating scales and the way that it influenced their practices. Further, it discusses the impact the use of observational rating scales had on two levels—on the professional development of the early childhood teachers and on the educational policies implemented in the educational districts that were partners in the Early Change project.