(Microsoft PowerPoint - Beb\351sEmCreche__com

Transição dos bebés para a creche: comunicação família-creche,
qualidade dos contextos e adaptação do bebé
BebésEmCreche
(Infant transition to child care: parent-caregiver communication,
early education quality and infant adjustment)
Sílvia Barros1,2, Manuela Pessanha2, Joana Cadima1,2, Ana Isabel Pinto1,
& Donna Bryant3
Introduction
Aims
Longitudinal studies found:
(1) A positive association between child cognitive and social developmental outcomes
Main purpose
and the quality of their experiences in child care, after accounting for child and family
To investigate infant's transition to child care in the first year of life, examining the
characteristics (e.g., [1]);
extent to which variables of the family, child care and family-caregiver
(2) That lower quality child care (birth to 4½ years) predicted less harmonious mother–
communication influence infant adjustment.
child relationships, increased likelihood of insecure attachment, and lower language,
Three objectives
cognitive outcomes and school readiness competencies (e.g., [2]).
1. To describe child care experiences, including overall quality, recommended
transition practices, and hours spent in non-maternal care, over the period of
transition, specifically at child care entry and six months later.
In Portugal, previous studies demonstrated associations between global quality of
2. To examine parent-caregiver communication over the period of transition and how
childcare contexts and child engagement and development, and that teacher
its quality, stability and changes are associated with child adjustment, after
interactions influence child engagement and development [3].
controlling for child care and home environment.
However:
3. To examine whether child adjustment to child care is associated with child care,
- few studies included infant's classrooms and transition to child care;
family environment, and parent-caregiver communication, after controlling for
- previous studies did not include observation of classrooms for infants (under 1) at
child variables.
the moment of their entry in day care.
Advances in neurobiological and social research stress the importance of early
experiences, given the powerful abilities, emotions and social skills developed during
The connections between family and child care are considered to be uniquely
the first years[4].
important for children, particularly for youngest ones. This research will advance
understanding on two main topics — transition and parent-caregiver communication —
In what concerns child adjustment to child care, both child care and family have been
relevant to inform and facilitate provision of high-quality non-maternal care that can
found to be crucial [5]. Information documenting the transition process, over time, in
contribute to child adjustment and development.
relation to family, child care and family-caregivers relationship, after controlling for
child characteristics, is imperative.
Plan and Method
Family-childcare
relationship T3
Parent-caregiver
communication
Family-childcare
relationship T2
Parent-caregiver
communication
Home environment T1
Overall quality
Family background
Parental involvement
Child care T2
Overall quality
Recommended transition
practices
Hours spent in child care
Home environment T1
Infant characteristics T1
Infant characteristics T1
Development
& temperament
Time 1
Child care T3
Overall quality
Hours spent in child
care
Home environment T1
Infant characteristics
T1
Infant adjustment T2
Infant's settling
Involvement in
activities
Adaptive behavior in
the classroom
Infant adjustment T3
Infant's settling
Involvement in
activities
Adaptive behavior in
the classroom
Time 2
Time 3
Measures:
Year 1
Year 2
M J J A S O N D J F M A M J J A S O N D J F M A
Tasks and timeline
The Home Observation for Measurement of the Environment Inventory (HOME, Caldwell, & Bradley, 1984)
Family Questionnaire (QF; ECCE Study Group, 1997)
My Time Spent as a Parent (MTSP; Glysch & Vandell, 1992)
Caregiver-Parent Partnership Scale (CPPS; Ware, Rusher, Barfoot, & Owen, 1995)
Griffiths Mental Development Scales (Griffiths, 1984; adapted to Portuguese by Castro & Gomes, 1996)
Infant Behavior Questionnaire (IBQ; Rothbart, 1981)
Daycare Experience Questionnaire (DEQ; Skouteris & Dissanayake, 2001)
Adapted version of Solitary Play (Arshavsky, 1994)
Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984)
Infant/Todlder Environment Rating Scale – Revised Edition, Updated (ITERS-R; Harms, Cryer, & Clifford, 2006)
Caregiver Interaction Scale (CIS, Arnett, 1981)
Preschool and Daycare Structural Characteristics Questionnaire– Interview with the Classroom
Teacher (QSC; ECCE Study Group, 1997b)
Transition Questionnaire (TQ; adapted from the checklist provided by The Social Solidarity Institute)
Hours spent in child care record (HOURS)
FCT PTDC/MHC-CED/4007/2012
FCOMP-01-0124-FEDER-029509
Tasks
1
2
3
4
5
6
7
8
9
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
Partners
Participants
CPUP, InED
Instruments
CPUP, InED
Data collection T1
CPUP, InED
Data collection T2
CPUP, InED
Interobserver agreement CPUP
Data entry
CPUP, InED
Data collection T3
CPUP, InED
Interobserver agreement CPUP
Data entry
CPUP, InED
10 Analyses & dissemination CPUP, InED
M1
M2
M3
M4
M5
M6
References
[1] Kagan, S. L., et al. (2000). The children of the Cost, Quality, and Outcomes Study go to school: Technical Report. Chapel Hill:
University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Center.
[2] Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? (Full Report). Washington:
Institute for Research on Poverty. University of Wisconsin-Madison.
[3] Pinto, A. I., Aguiar, C., Barros, S., Pessanha, M., & Bairrão, J. (2006). Relações entre Idade Desenvolvimental, Dimensões do
Comportamento Adaptativo e Envolvimento Observado. Análise Psicológica, 4 (XXIV), 447-466.
[4] Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early child development. Washington, D.C.:
National Academy Press.
[5] Shpancer, N. (2002). The home-daycare link: mapping children´s new world order. Early Childhood Research Quarterly, 17, 374-392.
3
1 Escola Superior de Educação - Instituto Politécnico do Porto; InED
2 Faculdade de Psicologia e de Ciências da Educação – Universidade do Porto; CPUP (IDECCA)
University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute