Nadine Correia

Biographic Data

ID4420405
NAMENadine Correia
GIVEN NAMESNadine
FAMILY NAMECorreia
SIGNATURECORREIA N
AFFILIATIONSIscte – Instituto Universitário de Lisboa
ORCID0000-0002-4617-7595
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS6
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2025
H-INDEX2

  • Nyna Neets and Digitalisation

    Open AccessLeonor Bettencourt, Nadine Correia et al.ARTICLESocial Inclusion2025References: 14

    The strong increase in digitalisation due to the Covid‐19 pandemic changed many aspects of people’s lives, making it possible to overcome physical barriers, accelerate the simplification of many tasks, and facilitate access to information. Nevertheless, not all segments of the population benefit(ed) from these services in the same manner, therefore increasing social inequalities. The most disadvantaged struggled with access to digital tools; the …

  • Bridging Pedagogy, Curriculum, and Assessment in Digital Education

    Open AccessNadine Correia, Tiago Almeida et al.ARTICLESocial Inclusion2025References: 7

    An individual has the right to a quality and inclusive education and to training throughout their life. This is described in the European Pillar of Social Rights’ principles of Education, training, and lifelong learning, and Equal opportunities. Given that digitalization processes are leading to pedagogical change, how this education and training are designed and delivered may be impacted. This article explores the important interplay between ped…

  • Children's friendship quality in early childhood education

    Open AccessNadine Correia, Helena Carvalho et al.ARTICLEEarly Childhood Research Quarterly2025References: 3

  • 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…

  • Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

    Nadine Correia, Helena Carvalho et al.ARTICLEEarly Education and Development2024

    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…

  • Children’s participation in early childhood education

    Open AccessNadine Correia, Cecília Aguiar et al.ARTICLEContemporary Issues in Early…2023

    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…

  • Children’s Right to Participate

    Nadine Correia, Cecília AguiarARTICLEThe International Journal of…2022Cited by: 2References: 3

    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

    Open AccessInês Peceguina, Maria Inês Duarte Peceguina et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 1References: 11

  • Teachers’ ideas about children’s participation within Portuguese early childhood education settings

    Open AccessNadine Correia, Helena Carvalho et al.ARTICLEChildren and Youth Services Review2020Cited by: 2References: 51

  • Teachers’ practices mediate the association between teachers’ ideas and children’s perceived participation in early childhood education

    Open AccessNadine Correia, Helena Carvalho et al.ARTICLEChildren and Youth Services Review2020References: 53

  • Children's right to participate in early childhood education settings

    Open AccessNadine Correia, Cláudia Camilo et al.ARTICLEChildren and Youth Services Review2019

  • Classroom quality and children’s social skills and problem behaviors

    Open AccessAna Lúcia Aguiar, Cecília Aguiar et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 1References: 16

  • Desenhos de investigação de sujeito único em educação especial

    Open AccessCecília Aguiar, Ana Rita Moiteiro et al.ARTICLEAnálise Psicológica2012

    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…