Carolina Guedes

Carolina Guedes
University of Porto | UP · Center for Psychology at University of Porto

PhD candidate

About

16
Publications
2,680
Reads
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267
Citations
Introduction
I am currently a Ph.D candidate at the Faculty of Psychology and Education Sciences, University of Porto. My research topics are focused on early childhood development, namely self-regulation and language development, and teacher-child and peer interactions. My research group uses observational methods. Currently, I am interested in longitudinal designs.
Additional affiliations
August 2019 - present
University of Porto
Position
  • PhD Student
Education
September 2009 - November 2014
University of Porto
Field of study
  • Psychology

Publications

Publications (16)
Article
This longitudinal study explores the associations between children’s executive functions at the beginning of preschool and their learning behaviors, namely competence motivation and attentional persistence, at the end of preschool. Participants were 218 Portuguese children ( M age = 40.4 months, SD = 4.2; 52% boys) and their preschool teachers ( n...
Article
Full-text available
Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to unders...
Technical Report
Full-text available
The current report was prepared within the framework of ProW project (“Promoting Teachers’ Well-being through Positive Behaviour Support in Early Childhood Education”; 2021- 2024) under the ERASMUS + Key Action 3. The project spans the years 2021 to 2024 and operates within the ERASMUS + Key Action 3 framework, focusing on policy cooperation at the...
Technical Report
Full-text available
The current report was prepared in the scope of the ERASMUS + Action ProW (“Promoting Teachers’ Well-being through Positive Behaviour Support in Early Childhood Education”; 2021- 2024). This report is part of Implementation of the Field Trials Work Package 3 and presents the procedures that took place to implement the ProW intervention. This report...
Article
The value of positive teacher‐child relationships for child development is well established for preschool‐ and school‐age children, but little is known regarding children under the age of 3. The current study examined the links between teacher‐child relationship, stability of care, and toddlers’ expressive vocabulary. It also examined whether the a...
Article
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 engag...
Article
Full-text available
The interplay between self-regulation related skills and language is well recognized in dynamic theories, but few empirical studies have tested it, especially in toddlers. The current study examines the bidirectional links between self-regulation related skills and expressive vocabulary in a longitudinal study during toddlerhood. Participants were...
Article
This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; Mage = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first asses...
Article
Full-text available
This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese (M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural...
Article
Full-text available
This study aims to identify the best professional development models for a group of Portuguese crèche educators. It seeks to learn their preferences regarding formats, themes and types of professional development activities, and the conditions under which video-feedback may be more relevant to them. Interviews were conducted with 26 participants, a...
Article
Full-text available
Resumo O presente estudo pretende identificar os modelos de desenvolvimento profissional mais relevantes para um grupo de educadoras de creche portuguesas, procurando conhecer as suas preferências relativamente a formatos, temas e tipos de atividade de desenvolvimento profissional e as condições em que o vídeo-feedback poderá ser mais relevante par...
Article
This study examined the variation of interaction quality both at the group and child levels across different activity settings in toddler classrooms. Participants were 104 children, with an average of 30.4 months old, of which 53.8% were boys. Educator-child interactions, at the group level, and child interactions with their educators, peers and ta...
Article
Research Findings: In this study, we examine specific features of arts-related activities in crèche and its associations with the quality of group and child level interactions. Participants were 31 toddler classrooms and 50 children (Mage = 30.56; 52% girls). The quality of group level interactions was observed with the CLASS Toddler and the qualit...
Article
Full-text available
Research has shown that socially disadvantaged children faces may social challenges and are more vulnerable to display poor levels of emotional regulation. It seems therefore extremely important to identify protective factors that can change the developmental trajectories. In this study, we examine the moderating role of teacher-child interactions...
Article
This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year,...

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