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Early Education and Development Volume 30, 2019 - Issue 6
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Original Articles

Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting

Vera CoelhoFaculty of Psychology and Educational Sciences, University of PortoCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3741-0885View further author information
ORCID Icon,
Joana CadimaFaculty of Psychology and Educational Sciences, University of PortoORCID Iconhttp://orcid.org/0000-0002-8814-8899View further author information
ORCID Icon &
Ana Isabel PintoFaculty of Psychology and Educational Sciences, University of PortoORCID Iconhttp://orcid.org/0000-0001-6465-4319View further author information
ORCID Icon
Pages 800-816 | Published online: 01 Apr 2019

Citations (20)

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Read on this site (6)

Joana Cadima, Cecília Aguiar, Carolina Guedes, Olga Wysłowska, Jenni Salminen, Pauline Slot, M. Clara Barata & Marja-Kristiina Lerkkanen. (2023) Process Quality in Toddler Classrooms in Four European Countries. Early Education and Development 34:7, pages 1565-1589.
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María F. Montoya, María Inés Susperreguy & Frederick J. Morrison. (2023) Self-Regulation Scaffolding Behaviors of Teachers in Chilean Preschool Classrooms. Early Education and Development 34:6, pages 1305-1324.
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Vera Coelho, Sara Barros Araújo, Manuela Sanches-Ferreira & Caroline Vancraeyveldt. (2023) PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?. International Journal of Early Years Education 31:2, pages 385-400.
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Emily C. Hanno. (2023) Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports. Early Education and Development 34:2, pages 530-550.
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Ruben G. Fukkink. (2022) Exploring children’s well-being in daycare: how do children feel all day?. European Early Childhood Education Research Journal 30:5, pages 730-744.
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Nathan P. Helsabeck, Jessica A. R. Logan, Laura M. Justice, Kelly M. Purtell & Tzu-Jung Lin. (2021) Pathways to Kindergarten: A Latent Class Analysis of Children’s Time in Early Education and Care. Early Education and Development 32:5, pages 764-788.
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Articles from other publishers (14)

Cynthia F. DiCarlo, Carrie L. Ota, Jeanette Bankston & Annelise Dahl. (2022) Child-Sustained Attention in Two-Year-Olds. Early Childhood Education Journal 51:7, pages 1215-1225.
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Natalia M. Rojas & Rachel M. Abenavoli. (2023) Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition. Journal of School Psychology 99, pages 101225.
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Anouck I. Staff, Jaap Oosterlaan, Saskia van der Oord, Barbara J. van den Hoofdakker & Marjolein Luman. (2023) The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers. Journal of Attention Disorders, pages 108705472311675.
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Elizabeth A. Steed, Phil S. Strain, Alissa Rausch, Abby Hodges & Ellie Bold. (2023) Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study. Early Childhood Education Journal.
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Christine M. McWayne, Wendy Ochoa, Julie Segovia, Betty Zan, Daryl Greenfield & Jayanthi Mistry. (2023) Engagement in the preschool classroom: Brief measures for use with children from ethno-racially diverse and low-income backgrounds. Early Childhood Research Quarterly 64, pages 177-185.
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Špela Golubović, Mirjana Đorđević, Snežana Ilić & Željka Nikolašević. (2022) Engagement of Preschool-Aged Children in Daily Routines. International Journal of Environmental Research and Public Health 19:22, pages 14741.
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Tatiana Diebold & Sonja Perren. (2021) Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics. European Journal of Psychology of Education 37:3, pages 627-648.
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Manuela Sanches-Ferreira, Joana L. Gonçalves, Sara Barros Araújo, Sílvia Alves & Sílvia Barros. (2022) Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?. Frontiers in Education 7.
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Kimberly T. Nesbitt & Dale C. Farran. (2022) Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs. Frontiers in Education 7.
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Vera COELHO, Joana CADIMA & Catarina GRANDE. (2022) Contextos Pré-Escolares Inclusivos: Organização do Grupo, Interações e Envolvimento. Revista Brasileira de Educação Especial 28.
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Jennifer R. Ledford. (2021) Innovations in the Facilitation and Measurement of Engagement in EI/ECSE Research: Introduction to the Special Series. Topics in Early Childhood Special Education 41:3, pages 176-177.
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LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis & Maria L. Hugh. (2021) Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement. Topics in Early Childhood Special Education 41:3, pages 207-220.
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Janna Fuccillo Kook & Daryl B Greenfield. (2020) Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms. Journal of Early Childhood Research 19:2, pages 128-144.
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Anna J. Markowitz & Arya Ansari. (2020) Changes in academic instructional experiences in Head Start classrooms from 2001–2015. Early Childhood Research Quarterly 53, pages 534-550.
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