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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Aguiar, Cecilia [remove];
6 results found.|
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Assessing the quality of Portuguese child care programs for toddlers A description of the quality of child care for children 1- through 3-years-old, based on data from 160 toddler classrooms in the district of Porto, Portugal |
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Classroom quality and social acceptance of preschoolers with disabilities An investigation of the correlations between the quality of Portuguese inclusive preschool classrooms and the social acceptance of children with disabilities from 64 inclusive preschool classrooms from 28 randomly selected school groups in the district of Lisbon, Portugal |
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Consistency of toddler engagement across two settings A documentation of the consistency of child engagement across two settings, toddler child care classrooms and mother-child dyadic play, based on data from 112 children, aged 14-36 months, randomly selected from 30 toddler child care classrooms in the district of Porto, Portugal |
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Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes An examination of the associations between children's language, communication, and literacy skills during preschool and the overall quality of both center-based toddler child care and the preschool and home environment, based on data from 95 children and their families in the metropolitan area of Porto, Portugal |
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Influence of structural features on Portuguese toddler child care quality An investigation of the the relationship between quality of toddler child care and classroom size, teachers' salaries, and teachers' ages, using data from observations in 15 private childcare centers in Portugal |
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Quality of individualized education program goals of preschoolers with disabilities A documentation of the quality of the goals or objectives in individualized education plans (IEPs) of Portuguese children with disabilities attending inclusive public preschool settings, an examination of the relationship between children's severity of disability and the quality of the IEP goals, and an investigation of the quality of the IEP goals as a function of developmental domain, based on data from 21 randomly selected school groups from the District of Lisbon, Portugal |
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