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Predicting child outcomes from preschool quality in Portugal

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Abstract

The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N = 215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through classroom observations using the ECERS-R and the Early Language and Literacy Classroom Observation. Global classroom quality although relatively low, predicted children’s literacy skills and behavior but not math skills. Quality of language and literacy environment was not consistently related to child outcomes. Mother educational level stood out as consistently predicting most of child developmental outcomes. The relevance of these results is discussed considering the Portuguese educational scenario, in the realm of an international context.

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Authors and Affiliations

  1. University of Porto, Porto, Portugal

    Isabel M. P. Abreu-Lima, Teresa B. Leal, Joana Cadima & Ana Madalena Gamelas

Authors
  1. Isabel M. P. Abreu-Lima
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  2. Teresa B. Leal
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  3. Joana Cadima
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  4. Ana Madalena Gamelas
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Correspondence to Isabel M. P. Abreu-Lima.

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Isabel M.P. Abreu-Lima. Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação. Rua Alfredo Allen, 4200‐135 Porto. E‐mail: isabelmpinto@fpce.up.pt; Web site: www.fpce.up.pt

Current themes of research:

Quality in Early Childhood Education. Early childhood Mathematical knowledge and development. Quality of home environment. Parenting and parental education.

Most relevant publications in the field of Psychology of Education:

Abreu-Lima, I. (2009). Quality of Home Environment and development of children: a study using “Home Inventory”. Psicologia, 2, 115–128.

Abreu-Lima, I., Cadima, J. & Rocha, T. (2008). Estudo e adaptação do Inventário de Comportamentos na Sala-Versão escolar. In A. P. Noronha, C. Machado, L. Almeida, M. Gonçalves, S. Martins & V. Ramalho (Coord.), Avaliação Psicológica: Formas e Contextos-Actas. Braga: Psiquilíbrio Edições (CD-ROM).

Abreu-Lima, I. & Nunes, C. (2006). A escala de avaliação do ambiente em educação de infância—versão revista. Actas da XI Conferência Internacional de Avaliação Psicológica: formas e contextos, Braga.

Abreu-Lima, I., Cadima, J. & Silva, P. (2006) Inventário de Comportamentos na Sala. Actas da XI Conferência Internacional de Avaliação Psicológica: Formas e Contextos, Braga.

Abreu-Lima, I. (2005). Avaliação do ambiente familiar e seu impacto na educação e desenvolvimento de crianças em idade pré-escolar. In J. Bairrão (Coord.) Desenvolvimento: Contextos familiares e educativos (pp. 98–140). Porto: Livpsic.

Teresa B. Leal. Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação, Rua Dr. Manuel Pereira da Silva, Porto. E-mail: tleal@fpce.up.pt; Web site: www.fpce.up.pt

Current themes of research:

Quality in preschool and elementary school education. Teacher-student interactions in classrooms. Language, literacy and social skills: relationships and evolution from preschool to elementary school. Adult–child interactions in shared storybook reading. Participation in inclusive preschool contexts.

Most relevant publications in the field of Psychology of Education:

Leal, T., Gamelas, A. M., Abreu-Lima, I., Cadima, J., & Peixoto, C. (2009) Qualidade em Educação Pré-escolar. Psicologia, XXIII, (2), Lisboa: Edições Colibri.

Leal, T., Gamelas, A.M., Abreu-Lima, I., Cadima, J., & Peixoto, C. (2009). Educação pré-escolar e desenvolvimento da literacia. In G. Portugal (Ed.) Ideias, projectos e inovação no mundo das infâncias: o percurso e a presença de Joaquim Bairrão. Aveiro: Universidade de Aveiro.

Leal, T., Cadima, J., Silva, P. & Gamelas, A. M., (2005). A aprendizagem da leitura e da escrita ao longo do 1° ciclo e.b.: Contributos de um programa de literacia numa comunidade em desvantagem social. In J. Bairrão (Coord.) Desenvolvimento: Contextos familiares e educativos (pp. 256–282). Porto: Livpsic

Cryer, D., Tietze, W., Burchinal, M., Leal, T., & Palacios, J. (1999). Predicting process quality from structural quality in preschool programs: a cross-country comparison. Early Childhood Research Quarterly, 14, 339–361.

Tietze, W., Bairrão, J., Leal,T., & Rossbach, H.-G. (1998). Assessing quality characteristics of center-based early childhood environments in Germany and Portugal: a cross-national study. European Journal of Psychology of Education, 13, 283–298.

Joana Cadima. Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação, Rua Dr. Manuel Pereira da Silva, Porto. E-mail: jcadima@fpce.up.pt; Web site: www.fpce.up.pt

Current themes of research:

Transition to school. Quality of teacher-child interactions in early elementary settings. At-risk children.

Literacy development.

Most relevant publications in the field of Psychology of Education:

Cadima, J., Leal, T., & Cancela, J. (no prelo). Interacções professor-aluno nas salas de aula no 1.° CEB: Indicadores de qualidade. Revista Portuguesa de Educação.

Cadima, J., Leal, T., & Burchinal, M. (2010). The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes. Journal of School Psychology, 48, 457–482.

Cadima, J. McWilliam, R. A., & Leal, T. (2010). Environmental risk factors and children's literacy skills during the transition to elementary school. International Journal of Behavioral Development, 34, 24–33.

Cadima, J., Peixoto, C. & Leal, T. (2010). Factores de risco: A multiplicidade das variáveis contextuais no desenvolvimento das crianças. Psicologia. Número especial.

Leal, T., Cadima, J., Silva, P. & Gamelas, A. M., (2005). A aprendizagem da leitura e da escrita ao longo do 1° ciclo e.b.: Contributos de um programa de literacia numa comunidade em desvantagem social. In J. Bairrão (Coord.) Desenvolvimento: Contextos familiares e educativos (pp. 256–282). Porto: Livpsic

Ana Madalena Gamelas. Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação, Rua Dr. Manuel Pereira da Silva, Porto. E-mail: agamelas@fpce.up.pt; Web site: www.fpce.up.pt

Current themes of research:

Emergent literacy (competences and experiences). Litteracy development in preschool and family settings. Quality of preschool contexts; Inclusive preschool settings.

Most relevant publications in the field of Psychology of Education:

Gamelas, A.M. & Leal T. (2008). Ambiente de Literacia. Apresentação da Observação da Linguagem e da Literacia em Contextos Educativos-ELLCO. In A.P. Noronha, C. Machado, L.S. Almeida, M. Gonçalves, S. Martins & V. Ramalho (org.). Actas da XIII Conferência Internacional Avaliação Psicológica: Formas e Contextos [CD] Braga: Psiquilibrios.

Gamelas, A.M., Santos, F., Silva, M., Tormenta, N., Martins, V. (2008). Ambiente de literacia em contextos pré-escolares inclusivos. In F. Viana, E. Coquet, & M. Martins (Coord.), Leitura, Literatura Infantil e Ilustração: Investigação e práticadocente: Vol. 6 (pp. 48–55) [CD]. Braga: Centro de Estudos da Criançada Universidade do Minho.

Gamelas, A.M. (2003). Contributos para o estudo da ecologia de contextos pré-escolares inclusivos. Lisboa: Ministério da Educação.

Gamelas, A.M. (2003). Contributos para o estudo da qualidade de contextos pré-escolares inclusivos. Psicologia XVII(1),195–226.

Gamelas, A.M., Leal, T., Alves, M. J. & Grego, T. (2003). Contributos para o desenvolvimento da literacia. Clube de leitura. In F.L. Viana, M. Martins & E. Coquet (Coords.) Leitura e literatura infantil e ilustração: investigação e prática docente. Braga: Centro de Estudos da Criança, Universidade do Minho.

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Abreu-Lima, I.M.P., Leal, T.B., Cadima, J. et al. Predicting child outcomes from preschool quality in Portugal. Eur J Psychol Educ 28, 399–420 (2013). https://doi.org/10.1007/s10212-012-0120-y

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