Vera Coelho
Biographic Data
| ID | 4628130 |
|---|---|
| NAME | Vera Coelho |
| GIVEN NAMES | Vera |
| FAMILY NAME | Coelho |
| SIGNATURE | COELHO V |
| AFFILIATIONS | Universidade do Porto |
| ORCID | 0000-0002-3741-0885 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood ́
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 pr…
Early Childhood Educators’ Reported Social-Emotional Learning Practices in Portuguese Preschool Education: The Role of Beliefs and Training
Burnout and emotional regulation: Insights from students enrolled in higher education programs for initial teacher training
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…
The predictive role of time spent in associative and cooperative play on prosocial behavior in children with and without disabilities
Positive social behaviors are crucial for child development being pivotal for successful inclusion. However, children with disabilities often exhibit lower levels of social competence. This correlational study investigates the role of different types of social play (i.e. associative, cooperative play) in fostering prosocial behaviors of children with and without disabilities. Participants were 247 preschool children, 54 had disabilities. Prosocia…
Exploring teachers' attitudes towards inclusive education: Role of self‐efficacy and perceived school climate
Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of self‐efficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated in this study. A sociodemographic q…
Academic Stress and Anxiety among Portuguese Students: The Role of Perceived Social Support and Self-Management
Adolescents are experiencing increasing levels of anxiety and academic stress, with schools being privileged contexts to foster mental health literacy and hinder stress and anxiety. Social support and self-management skills have been described as protective factors for these phenomena. Therefore, this cross-sectional study examines the relations between social support, self-management skills, academic stress, and anxiety among adolescents, analyz…
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…
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
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…
Programas mediados pela tecnologia para promoção de literacia em saúde mental em adolescentes: Revisão sistemática
A promoção da literacia saúde mental em adolescentes tem recebido particular atenção na saúde pública, dado a adolescência ser vista como um período crítico para prevenção de problemas de saúde mental na idade adulta. Apesar da consistência empírica sobre a eficácia dos programas face a face de literacia da saúde mental para adolescentes, pouco se sabe sobre as características e o efeito de intervenções mediadas pela tecnologia para este objetivo…
Social and Emotional Learning in Preschool Settings: A Systematic Map of Systematic Reviews
The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), …
Preschool practices in Sweden, Portugal, and the United States
Quality of infant child care and early infant development in Portuguese childcare centers
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
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
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
Infant child care quality in Portugal: Associations with structural characteristics
Parceria família-creche na transição do bebé para a creche
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
Preschool practices in Sweden, Portugal, and the United States
Quality of infant child care and early infant development in Portuguese childcare centers
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
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…
Stability and change in teacher-infant interaction quality over time
Parceria família-creche na transição do bebé para a creche
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
A experiência do bebé na creche: Perceções de mães e de educadoras no período de transição do contexto familiar para a creche
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
The quality of caregiver–child interactions in infant classrooms in Portugal: The role of caregiver education
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
Preschool practices in Sweden, Portugal, and the United States
Social and Emotional Learning in Preschool Settings: A Systematic Map of Systematic Reviews
The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), …
Programas mediados pela tecnologia para promoção de literacia em saúde mental em adolescentes: Revisão sistemática
A promoção da literacia saúde mental em adolescentes tem recebido particular atenção na saúde pública, dado a adolescência ser vista como um período crítico para prevenção de problemas de saúde mental na idade adulta. Apesar da consistência empírica sobre a eficácia dos programas face a face de literacia da saúde mental para adolescentes, pouco se sabe sobre as características e o efeito de intervenções mediadas pela tecnologia para este objetivo…
Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities
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…
Academic Stress and Anxiety among Portuguese Students: The Role of Perceived Social Support and Self-Management
Adolescents are experiencing increasing levels of anxiety and academic stress, with schools being privileged contexts to foster mental health literacy and hinder stress and anxiety. Social support and self-management skills have been described as protective factors for these phenomena. Therefore, this cross-sectional study examines the relations between social support, self-management skills, academic stress, and anxiety among adolescents, analyz…
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…
Burnout and emotional regulation: Insights from students enrolled in higher education programs for initial teacher training
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…
The predictive role of time spent in associative and cooperative play on prosocial behavior in children with and without disabilities
Positive social behaviors are crucial for child development being pivotal for successful inclusion. However, children with disabilities often exhibit lower levels of social competence. This correlational study investigates the role of different types of social play (i.e. associative, cooperative play) in fostering prosocial behaviors of children with and without disabilities. Participants were 247 preschool children, 54 had disabilities. Prosocia…
Exploring teachers' attitudes towards inclusive education: Role of self‐efficacy and perceived school climate
Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of self‐efficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated in this study. A sociodemographic q…
Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood ́
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 pr…
Early Childhood Educators’ Reported Social-Emotional Learning Practices in Portuguese Preschool Education: The Role of Beliefs and Training
Psychology (15 works) · Early Childhood Education and Development (11 works) · Developmental psychology (10 works) · Medicine (9 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Early childhood education (6 works) · Child care (5 works) · Social Psychology (5 works) · Early childhood (4 works) · Family and Disability Support Research (4 works)