Publication
Is the initial training of Portuguese early childhood education and care professionals adequately preparing them to work with children aged 0-3?
| dc.contributor.author | Moreira, Janete Silva | |
| dc.contributor.author | Gregório, Inês | |
| dc.contributor.author | Aguiar, Ana Lúcia | |
| dc.contributor.author | Brito, Ana Teresa | |
| dc.contributor.author | Cadima, Joana | |
| dc.contributor.author | Barros, Luísa | |
| dc.date.accessioned | 2024-05-07T13:18:09Z | |
| dc.date.available | 2024-05-07T13:18:09Z | |
| dc.date.issued | 2023-10-02 | |
| dc.description.abstract | The ProFormação 0-3 project aims to characterize Portuguese early childhood education and care (ECEC) professionals’ initial training regarding children aged 0-3. Literature shows that ECEC professionals with specific training to work with children aged 0-3 have a more complex and multidimensional comprehension of their development and learning processes (Hu et al., 2019; Schaack et al., 2017). But further investigation is needed, specifically in Portugal (Gomes & Brito, 2022; Vasconcelos, 2011), to identify initial training key-elements (i.e., contents; practices) to potentiate ECEC quality (Eckhardt & Egert, 2018; Loizou & Recchia, 2018). To reach its goals, the project included 2 phases: a) documental analysis to identify all higher education and vocational programs available; b) focus groups with higher education lecturers of identified programs to understand their perceptions on how initial training prepares ECEC teachers to work with children aged 0-3, and with ECEC professionals to identify their training needs. The project was approved by the Ethics and Deontology Commission of the Faculty of Psychology of the University of Lisbon and complies with all ethical procedures. Results showed that contents related to work with children aged 0-3 are rarely included in initial programs, raising concerns regarding professionals’ preparation to work with infants/toddlers. Interviewees reported a greater focus on children under 3 is needed and expressed their perceptions on the most relevant changes needed. Gaps between contents of current programs and the training needs of ECEC professionals will be discussed, as well as recommendations for relevant complementary training offers. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.uri | http://hdl.handle.net/10400.14/44920 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | no | pt_PT |
| dc.subject | Early childhood education and care | pt_PT |
| dc.subject | Early childhood education and care professionals | pt_PT |
| dc.subject | Initial training | pt_PT |
| dc.subject | Training needs | pt_PT |
| dc.subject | Complementary training | pt_PT |
| dc.title | Is the initial training of Portuguese early childhood education and care professionals adequately preparing them to work with children aged 0-3? | pt_PT |
| dc.type | conference object | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Lisbon, Portugal | pt_PT |
| oaire.citation.endPage | 213 | pt_PT |
| oaire.citation.startPage | 213 | pt_PT |
| oaire.citation.title | 31st EECERA annual conference: children’s curiosity, agency and participation : challenges for professional action and development | pt_PT |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | conferenceObject | pt_PT |