Sílvia Barros

Biographic Data

ID	3882512
NAME	Sílvia Barros
GIVEN NAMES	Sílvia
FAMILY NAME	Barros
SIGNATURE	BARROS S
AFFILIATIONS	Polytechnic Institute of Porto
ORCID	0000-0002-1782-8897
VERIFIED	Yes
TOTAL WORKS	14
TOTAL CITATIONS	26
AUTHOR COUNT	14
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2010
LATEST PUBLICATION YEAR	2025
H-INDEX	3

Burnout and emotional regulation: Insights from students enrolled in higher education programs for initial teacher training
Open AccessJúlia Rabelo Santos Ferreira, Julia Ferreira et al.ARTICLEFrontiers in Education2025
Research has emphasized the importance of teachers developing their socioemotional competencies to effectively deal with the challenges associated with teaching, considering its impact on their occupational health and wellbeing, namely on the risk of experiencing burnout. However, there is a lack of studies on the relationship between these variables in initial teacher training courses for students. Therefore, explores students attending higher e…
A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries
Sílvia Barros, Vera Coelho et al.ARTICLEEarly Education and Development2024
Participation in educational settings is a universal right of every child, consigned by the United Nations Convention on the Rights of the Child. This right encompasses the need to protect and encourage young children ́s active participation and decision-making in early childhood education and care. Research Findings: This qualitative study, inspired by the Lundy model (2007), examined ECEC teachers’ (n = 25) and coordinators’ (n = 25) perception…
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
Joana Cadima, Sílvia Barros et al.ARTICLEEarly Education and Development2023
This study examined the extent to which the quality of teacher-infant interactions varies across play and routine care activities. In addition, the effects of the quantity of adult involvement in the quality of teacher-infant interactions were investigated. Participants were teachers and infants from 90 infant classrooms in Portugal. Classrooms had, on average, six infants enrolled (M = 6.38, SD = 2.34), with the number of adults ranging from 1 t…
Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships
Open AccessManuela Sanches-Ferreira, José Luís Gonçalves et al.ARTICLEFrontiers in Education2022
Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive enviro…
Quality of infant child care and early infant development in Portuguese childcare centers
Open AccessAna Isabel Pinto, Joana Cadima et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 1References: 6
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
Open AccessJoana Cadima, Sílvia Barros et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 6References: 21
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
Sílvia Barros, Joana Cadima et al.ARTICLEResearch Papers in Education2018Cited by: 1References: 53
Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant child care, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality o…
A experiência do bebé na creche: Perceções de mães e de educadoras no período de transição do contexto familiar para a creche
Open AccessCatarina Grande, Catarina Rodrigues Grande et al.ARTICLEAnálise Psicológica2017
Este estudo visa contribuir para a compreensão da experiência do bebé no período de transição do ambiente familiar para a creche, analisando a perceção das mães e das educadoras acerca do estado emocional do bebé, da manutenção das rotinas e da comunicação família-creche nesse período. Mães e educadoras de 90 bebés da Grande Área Metropolitana do Porto responderam ao Questionário de Experiência na Creche na primeira e quarta semana de frequência …
Stability and change in teacher-infant interaction quality over time
Open AccessManuela Pessanha, Carla Peixoto et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 1References: 5
Infant child care quality in Portugal: Associations with structural characteristics
Open AccessSílvia Barros, Joana Cadima et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 7References: 9
Parceria família-creche na transição do bebé para a creche
Open AccessVera Coelho, Vera Lúcia Marques Coelho et al.ARTICLEAnálise Psicológica2015
Este estudo apresenta atitudes e comportamentos de parceria família-creche, relatados por mães e educadoras, durante o período de entrada de bebés na creche. Mães e educadoras de 90 bebés responderam à Escala de Parceria Educadores-Pais (Ware, Rusher, Barfoot & Owen, 1995). Os resultados indicam uma grande valorização, por parte das mães e educadoras, da parceria família-creche para dar resposta às necessidadesdas crianças, bem como uma elevada p…
Influência da qualidade dos contextos familiar e de creche no envolvimento e no desenvolvimento da criança
Open AccessManuela Pessanha, Ana Isabel Pinto et al.ARTICLEPsicologia2014Cited by: 1
O presente estudo analisou a influência da qualidade dos contextos educativos (casa e creche) no envolvimento da criança com adultos, pares e objectos, observado em contexto de creche, e no seu desenvolvimento cognitivo, social e de linguagem. Participaram 120 crianças do Distrito do Porto, respectivas famílias e educadores. Os resultados indicaram que características da criança, a qualidade da sala de creche e os comportamentos interactivos dos …
Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado
Open AccessAna Isabel Pinto, Sílvia Barros et al.ARTICLEAnálise Psicológica2012
Este estudo examina a relação entre variáveis de desenvolvimento, dimensões do comportamento adaptativo e o envolvimento observado (interacções da criança com os outros, com os objectos e com ela própria) em contexto de creche. Cento e vinte crianças (com idades compreendidas entre 14 e 49 meses) de 15 creches da Área Metropolitana do Porto participaram no estudo. As crianças foram observadas individualmente nas salas de actividades de forma a de…
Assessing the quality of Portuguese child care programs for toddlers
Open AccessSílvia Barros, Cecília AguiarARTICLEEarly Childhood Research Quarterly2010Cited by: 9References: 2

Assessing the quality of Portuguese child care programs for toddlers
Open AccessSílvia Barros, Cecília AguiarARTICLEEarly Childhood Research Quarterly2010Cited by: 9References: 2
Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado
Open AccessAna Isabel Pinto, Sílvia Barros et al.ARTICLEAnálise Psicológica2012
Este estudo examina a relação entre variáveis de desenvolvimento, dimensões do comportamento adaptativo e o envolvimento observado (interacções da criança com os outros, com os objectos e com ela própria) em contexto de creche. Cento e vinte crianças (com idades compreendidas entre 14 e 49 meses) de 15 creches da Área Metropolitana do Porto participaram no estudo. As crianças foram observadas individualmente nas salas de actividades de forma a de…
Influência da qualidade dos contextos familiar e de creche no envolvimento e no desenvolvimento da criança
Open AccessManuela Pessanha, Ana Isabel Pinto et al.ARTICLEPsicologia2014Cited by: 1
O presente estudo analisou a influência da qualidade dos contextos educativos (casa e creche) no envolvimento da criança com adultos, pares e objectos, observado em contexto de creche, e no seu desenvolvimento cognitivo, social e de linguagem. Participaram 120 crianças do Distrito do Porto, respectivas famílias e educadores. Os resultados indicaram que características da criança, a qualidade da sala de creche e os comportamentos interactivos dos …
Parceria família-creche na transição do bebé para a creche
Open AccessVera Coelho, Vera Lúcia Marques Coelho et al.ARTICLEAnálise Psicológica2015
Este estudo apresenta atitudes e comportamentos de parceria família-creche, relatados por mães e educadoras, durante o período de entrada de bebés na creche. Mães e educadoras de 90 bebés responderam à Escala de Parceria Educadores-Pais (Ware, Rusher, Barfoot & Owen, 1995). Os resultados indicam uma grande valorização, por parte das mães e educadoras, da parceria família-creche para dar resposta às necessidadesdas crianças, bem como uma elevada p…
Infant child care quality in Portugal: Associations with structural characteristics
Open AccessSílvia Barros, Joana Cadima et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 7References: 9
A experiência do bebé na creche: Perceções de mães e de educadoras no período de transição do contexto familiar para a creche
Open AccessCatarina Grande, Catarina Rodrigues Grande et al.ARTICLEAnálise Psicológica2017
Este estudo visa contribuir para a compreensão da experiência do bebé no período de transição do ambiente familiar para a creche, analisando a perceção das mães e das educadoras acerca do estado emocional do bebé, da manutenção das rotinas e da comunicação família-creche nesse período. Mães e educadoras de 90 bebés da Grande Área Metropolitana do Porto responderam ao Questionário de Experiência na Creche na primeira e quarta semana de frequência …
Stability and change in teacher-infant interaction quality over time
Open AccessManuela Pessanha, Carla Peixoto et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 1References: 5
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
Open AccessJoana Cadima, Sílvia Barros et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 6References: 21
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
Sílvia Barros, Joana Cadima et al.ARTICLEResearch Papers in Education2018Cited by: 1References: 53
Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant child care, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality o…
Quality of infant child care and early infant development in Portuguese childcare centers
Open AccessAna Isabel Pinto, Joana Cadima et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 1References: 6
Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships
Open AccessManuela Sanches-Ferreira, José Luís Gonçalves et al.ARTICLEFrontiers in Education2022
Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive enviro…
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
Joana Cadima, Sílvia Barros et al.ARTICLEEarly Education and Development2023
This study examined the extent to which the quality of teacher-infant interactions varies across play and routine care activities. In addition, the effects of the quantity of adult involvement in the quality of teacher-infant interactions were investigated. Participants were teachers and infants from 90 infant classrooms in Portugal. Classrooms had, on average, six infants enrolled (M = 6.38, SD = 2.34), with the number of adults ranging from 1 t…
A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries
Sílvia Barros, Vera Coelho et al.ARTICLEEarly Education and Development2024
Participation in educational settings is a universal right of every child, consigned by the United Nations Convention on the Rights of the Child. This right encompasses the need to protect and encourage young children ́s active participation and decision-making in early childhood education and care. Research Findings: This qualitative study, inspired by the Lundy model (2007), examined ECEC teachers’ (n = 25) and coordinators’ (n = 25) perception…
Burnout and emotional regulation: Insights from students enrolled in higher education programs for initial teacher training
Open AccessJúlia Rabelo Santos Ferreira, Julia Ferreira et al.ARTICLEFrontiers in Education2025
Research has emphasized the importance of teachers developing their socioemotional competencies to effectively deal with the challenges associated with teaching, considering its impact on their occupational health and wellbeing, namely on the risk of experiencing burnout. However, there is a lack of studies on the relationship between these variables in initial teacher training courses for students. Therefore, explores students attending higher e…