http://hdl.handle.net/20.500.11796/601 2026-08-02T21:42:47Z 2026-08-02T21:42:47Z Soares, Mónica Nogueira Coelho, Vera Azevedo, Helena Teixeira, Andreia Grande, Catarina http://hdl.handle.net/20.500.11796/3509 2026-07-01T01:01:57Z 2026-03-07T00:00:00Z

Title: Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood´ Authors: Soares, Mónica Nogueira; Coelho, Vera; Azevedo, Helena; Teixeira, Andreia; Grande, Catarina Abstract: Early childhood classroom quality can significantly influence children’s social-emotional and behavioral development, particularly during the early years, as shown in research emphasizing the importance of high emotional support, organization, and instructional quality. This study analyzes the influence of classroom quality dimensions, namely, emotional support, classroom organization, and instructional support, with self-regulation skills, on preschool children’s psychological adjustment, including prosocial behavior, hyperactivity, peer problems, emotional difficulties, and conduct. Participants included 193 Portuguese preschool children (Mage = 46.60 months, SD = 6.58). Classroom quality was assessed using the Classroom Assessment Scoring System; self-regulation was measured using the Head-Toes-Knees-Shoulders; psychological adjustment was reported by teachers using the Strengths and Difficulties Questionnaire. Results revealed that classrooms generally had medium-high emotional support (M = 4.89, SD = 0.75), moderate organization (M = 4.19, SD = 0.90), and low instructional support (M = 2.76, SD = 0.94). Emotional support strongly predicted reduced difficulties (β= -0.53) and hyperactivity (β= -0.44), while classroom organization significantly predicted more emotional symptoms (β = 0.65). Self-regulation emerged as a key predictor across child adjustment dimensions, enhancing the overall explanatory power of models. Findings highlight the roles of quality of teacher-child interactions and self-regulation in supporting psychological adjustment, emphasizing the need for early education to foster high-quality teacher-child interactions and actively develop children’s self-regulatory abilities to promote well-being and future learning success.

2026-03-07T00:00:00Z Soares, Mónica Nogueira Peixoto, Carla Coelho, Vera Machado, Francisco Azevedo, Helena Neto, Ana Margarida http://hdl.handle.net/20.500.11796/3508 2026-07-01T01:01:56Z 2026-06-29T00:00:00Z

Title: Early Childhood Educators’ Reported Social-Emotional Learning Practices in Portuguese Preschool Education: The Role of Beliefs and Training Authors: Soares, Mónica Nogueira; Peixoto, Carla; Coelho, Vera; Machado, Francisco; Azevedo, Helena; Neto, Ana Margarida Abstract: The early childhood years are a particularly important period for social-emotional learning (SEL), as key social-emotional competencies begin to emerge and consolidate during the first years of life. This cross-sectional study examined Portuguese early childhood educators’ reported SEL practices, beliefs, and training. A total of 182 educators completed self-report questionnaires on classroom practices, beliefs about the importance of social-emotional competencies, perceived needs and difficulties in promoting SEL, and professional background. Descriptive findings showed that educators frequently reported using relational and routine-based practices, such as creating opportunities for peer interaction and positively reinforcing children’s autonomous problem solving. By contrast, more explicit SEL strategies, including role-play, emotion-themed storybooks, and visual materials focused on emotional states, were reported less frequently. Correlational analyses showed that stronger beliefs about the importance of social-emotional competencies and lower perceived needs in promoting SEL were associated with more frequent reported implementation of explicit practices. In the hierarchical regression model, perceived needs remained the strongest predictor after controlling for academic qualifications. Educators with a bachelor’s or licentiate degree reported more frequent use of such practices than those with postgraduate, master’s, or doctoral qualifications, whereas recent in-service training was not significantly associated with reported implementation. Overall, the findings suggest that SEL is unevenly embedded in preschool practice, with stronger emphasis on relational climate than on explicit instructional strategies.

2026-06-29T00:00:00Z Monteiro, Isilda http://hdl.handle.net/20.500.11796/3504 2026-06-06T01:02:06Z 2020-01-01T00:00:00Z

Title: Os irmãos Oliveira Ferreira e o Monumento da Guerra Peninsular em Lisboa – uma construção sem fim à vista entre 1916 e 1928. Authors: Monteiro, Isilda

2020-01-01T00:00:00Z Oliveira, Mónica Fortes González, Nelly http://hdl.handle.net/20.500.11796/3500 2026-05-14T01:01:53Z 2026-02-01T00:00:00Z

Title: (Re)definiendo distancias entre la Escuela y las Instituciones Artísticas: desafíos y oportunidades Authors: Oliveira, Mónica; Fortes González, Nelly Abstract: Este artículo presenta los resultados de un estudio cualitativo que pretende analizar la relevancia de la colaboración entre instituciones artísticas y escuelas en Portugal y España, para fortalecer la presencia de las artes en la educación escolar. Para su realización se establecieron los siguientes objetivos de investigación: i) comprender cómo la articulación entre instituciones artísticas y escuelas contribuye al desarrollo de las habilidades docentespara una integración real de las artes en la educación escolar; ii) valorar de qué manera contribuyen estas colaboracionesal desarrollo de las competencias del alumnadopara una mejor integración en el mundo actual; iii) enumerar los principales desafíos que enfrentan las instituciones artísticas en sus relaciones con las escuelas.Los resultados muestran que las instituciones portuguesas y españolas valoran igualmente la colaboración con las escuelas como una forma de garantizar el acceso a la cultura y a nuevas prácticas educativas.La necesidad de consolidar una mayor articulación entre las instituciones artísticas y las escuelaspara reforzar su presencia e influencia en su contexto inmediato. Destacan la falta de medios logísticos y el bajo nivel deconocimiento artístico por parte de los docentes como los principales desafíos a los que se enfrentan.

2026-02-01T00:00:00Z