Cecília Aguiar
Biographic Data
| ID | 3882590 |
|---|---|
| NAME | Cecília Aguiar |
| GIVEN NAMES | Cecília |
| FAMILY NAME | Aguiar |
| SIGNATURE | AGUIAR C |
| AFFILIATIONS | Iscte – Instituto Universitário de Lisboa |
| ORCID | 0000-0002-1792-2592 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 72 |
| WORKS AS AUTHOR | 32 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Early childhood education settings are also organizations
Early Childhood Education (ECE) teachers play an essential role in delivering high-quality education, yet they often struggle with diverse job demands and lack of job and personal resources to help them manage those demands. To understand the needs of ECE teachers, it is important to study personal and professional factors that support them. Based on the Job Demands-Resources Model, this study aimed to examine the indirect association between ECE…
Children's friendship quality in early childhood education
A Focus Group Study on Participatory Practices in Early Childhood Education and Care Across Four European Countries
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…
Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions
Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings’ quality, and as an investment in children’s development and well-being. Teachers and children influence each other, within interactions that shape participatory processes. In this study, we examined associations between ECE teachers’ participation practices (i.e. both self-reported and observed), observed teacher-child int…
Classroom social networks, students' peer‐related social experiences and sense of belonging
One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. Whi…
Children’s participation in early childhood education
Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. Given the complex and polysemic meaning of participation, different conceptualizations, models and perspectives have emerged. In this article, the authors provid…
Process Quality in Toddler Classrooms in Four European Countries
Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. …
Predictors of Secondary Education Completion across Portuguese Municipalities
Our overriding goal was to understand territorial inequalities regarding secondary school completion by testing which contextual factors and educational resources are associated with their change in high- and low-density Portuguese municipalities. Our analysis covered the time between 2009 and 2018, including both the economic crisis and the economic recovery period. Drawing mostly on publicly available data from 253 municipalities and following …
Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal
Roma communities are a disadvantaged minority in Europe which is particularly underrepresented in social and educational research. This study aimed to investigate the predictors of Roma mothers’ educational aspirations for their children in the Czech Republic, Greece, and Portugal. Participants included 461 mothers with a Roma background (135 from the Czech Republic, 130 from Greece, and 196 from Portugal), with a child between 3 to 6 ( n = 181) …
Children’s Right to Participate
Children have the right to express their views in all matters affecting them, and to have them considered and given due weight. Children’s participation is most meaningful when rooted in children’s everyday lives, and its promotion should be encouraged from the youngest ages, especially in early childhood education and care ( ecec ). In this paper we apply the Lundy model of participation, widely used in policy, practice and professional developm…
Teacher attunement to preschool children's peer preferences
Challenges associated with group composition
Predictors of shared book reading at home with preschoolers
Classroom composition and quality in early childhood education
Measuring professionals’ perceptions about collaborative consultation in early childhood intervention
We investigated the reliability and construct validity of the Professionals’ Perceptions about Collaborative Consultation in Early Childhood Intervention Scale (ProPerCECIS), a rating scale developed to measure collaborative consultation in early childhood intervention (ECI). ProPerCECIS was completed by 427 professionals from 78 ECI teams. The full sample was randomised into sample A, 170 participants, for conducting an exploratory factor analys…
Teachers’ ideas about children’s participation within Portuguese early childhood education settings
Teachers’ practices mediate the association between teachers’ ideas and children’s perceived participation in early childhood education
The collaboration between early childhood intervention and child protection systems
Student–teacher closeness and conflict in students with and without special educational needs
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ ext…
Children's right to participate in early childhood education settings
Classroom quality and children’s social skills and problem behaviors
School achievement and well-being of immigrant children
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
Escala de Avaliação das Estratégias Sociais
A Escala de Avaliação das Estratégias Sociais (EAES; Aguiar, 2007) destina-se a avaliar as estratégias sociais específicas que as crianças em idade pré-escolar utilizam nas tarefas sociais de entrada no grupo de pares, manutenção do jogo e resolução de conflitos. Neste estudo, avaliamos as características psicométricas dos dados obtidos com a EAES e com o Sistema de Avaliação das Competências Sociais (SSRS; Gresham & Elliott, 1990) em 349 criança…
Comportamento interactivo materno e envolvimento dos filhos
Este estudo teve como objectivo estudar os efeitos dos comportamentos interactivos maternos e da qualidade da creche no envolvimento sofisticado e no não-envolvimento da criança, observados naquele contexto, após controlar a idade e o sexo das crianças e a escolaridade das mães. Especificamente, pretendeu-se testar o papel moderador da qualidade das salas na associação entre os comportamentos interactivos maternos e o envolvimento da criança. For…
School achievement and well-being of immigrant children
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes
Influence of structural features on Portuguese toddler child care quality
Whereas child care quality has been extensively studied in the U.S., there is much less information about the quality of child care in other countries. With one of the highest maternal employment rates in Europe, it is important to examine child care in Portugal. Thirty toddler classrooms in child care centers were observed. The purpose of this study was to determine whether structural features account for overall toddler child care quality. Resu…
Assessing the quality of Portuguese child care programs for toddlers
Student–teacher closeness and conflict in students with and without special educational needs
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ ext…
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
Consistency of toddler engagement across two settings
Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal
Roma communities are a disadvantaged minority in Europe which is particularly underrepresented in social and educational research. This study aimed to investigate the predictors of Roma mothers’ educational aspirations for their children in the Czech Republic, Greece, and Portugal. Participants included 461 mothers with a Roma background (135 from the Czech Republic, 130 from Greece, and 196 from Portugal), with a child between 3 to 6 ( n = 181) …
Children’s Right to Participate
Children have the right to express their views in all matters affecting them, and to have them considered and given due weight. Children’s participation is most meaningful when rooted in children’s everyday lives, and its promotion should be encouraged from the youngest ages, especially in early childhood education and care ( ecec ). In this paper we apply the Lundy model of participation, widely used in policy, practice and professional developm…
Teachers’ ideas about children’s participation within Portuguese early childhood education settings
Predictors of Secondary Education Completion across Portuguese Municipalities
Our overriding goal was to understand territorial inequalities regarding secondary school completion by testing which contextual factors and educational resources are associated with their change in high- and low-density Portuguese municipalities. Our analysis covered the time between 2009 and 2018, including both the economic crisis and the economic recovery period. Drawing mostly on publicly available data from 253 municipalities and following …
Teacher attunement to preschool children's peer preferences
Challenges associated with group composition
Classroom quality and children’s social skills and problem behaviors
Influence of structural features on Portuguese toddler child care quality
Whereas child care quality has been extensively studied in the U.S., there is much less information about the quality of child care in other countries. With one of the highest maternal employment rates in Europe, it is important to examine child care in Portugal. Thirty toddler classrooms in child care centers were observed. The purpose of this study was to determine whether structural features account for overall toddler child care quality. Resu…
Assessing the quality of Portuguese child care programs for toddlers
Desenhos de investigação de sujeito único em educação especial
De carácter quantitativo e experimental, os desenhos de investigação de sujeito único constituem um conjunto de métodos científicos rigorosos, reconhecidos internacionalmente como fonte de evidências empíricas que permitem estabelecer a eficácia de práticas em educação especial. Este trabalho tem como objectivos descrever as principais características e critérios de qualidade deste tipo de desenhos de investigação, discutir a sua utilidade em edu…
Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado
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…
Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes
Consistency of toddler engagement across two settings
Práticas atuais e ideais em intervenção precoce no Alentejo
Com este estudo, pretendeu-se compreender as percecoes que os profissionais das equipas locais de intervencao do Alentejo tem em relacao as suas praticas tipicas e as praticas que consideram ideais. Participaram 167 profissionais de 25 equipas de Portalegre, Evora, Beja e Alentejo Litoral. A recolha de dados foi realizada com base no Questionario aos Profissionais de Intervencao Precoce na Infancia (IPI) e na Escala de Avaliacao de Servicos: Fami…
Comportamento interactivo materno e envolvimento dos filhos
Este estudo teve como objectivo estudar os efeitos dos comportamentos interactivos maternos e da qualidade da creche no envolvimento sofisticado e no não-envolvimento da criança, observados naquele contexto, após controlar a idade e o sexo das crianças e a escolaridade das mães. Especificamente, pretendeu-se testar o papel moderador da qualidade das salas na associação entre os comportamentos interactivos maternos e o envolvimento da criança. For…
Escala de Avaliação das Estratégias Sociais
A Escala de Avaliação das Estratégias Sociais (EAES; Aguiar, 2007) destina-se a avaliar as estratégias sociais específicas que as crianças em idade pré-escolar utilizam nas tarefas sociais de entrada no grupo de pares, manutenção do jogo e resolução de conflitos. Neste estudo, avaliamos as características psicométricas dos dados obtidos com a EAES e com o Sistema de Avaliação das Competências Sociais (SSRS; Gresham & Elliott, 1990) em 349 criança…
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
Children's right to participate in early childhood education settings
Classroom quality and children’s social skills and problem behaviors
School achievement and well-being of immigrant children
Classroom composition and quality in early childhood education
Measuring professionals’ perceptions about collaborative consultation in early childhood intervention
We investigated the reliability and construct validity of the Professionals’ Perceptions about Collaborative Consultation in Early Childhood Intervention Scale (ProPerCECIS), a rating scale developed to measure collaborative consultation in early childhood intervention (ECI). ProPerCECIS was completed by 427 professionals from 78 ECI teams. The full sample was randomised into sample A, 170 participants, for conducting an exploratory factor analys…
Teachers’ ideas about children’s participation within Portuguese early childhood education settings
Teachers’ practices mediate the association between teachers’ ideas and children’s perceived participation in early childhood education
The collaboration between early childhood intervention and child protection systems
Student–teacher closeness and conflict in students with and without special educational needs
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ ext…
Predictors of shared book reading at home with preschoolers
Children’s Right to Participate
Children have the right to express their views in all matters affecting them, and to have them considered and given due weight. Children’s participation is most meaningful when rooted in children’s everyday lives, and its promotion should be encouraged from the youngest ages, especially in early childhood education and care ( ecec ). In this paper we apply the Lundy model of participation, widely used in policy, practice and professional developm…
Teacher attunement to preschool children's peer preferences
Challenges associated with group composition
Children’s participation in early childhood education
Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. Given the complex and polysemic meaning of participation, different conceptualizations, models and perspectives have emerged. In this article, the authors provid…
Process Quality in Toddler Classrooms in Four European Countries
Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. …
Psychology (27 works) · Developmental psychology (21 works) · Early Childhood Education and Development (20 works) · Early childhood education (12 works) · Medicine (12 works) · Family and Disability Support Research (10 works) · Sociology (10 works) · Child Development and Digital Technology (9 works) · Children's Rights and Participation (9 works) · Parental Involvement in Education (9 works)