{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,7,5]],"date-time":"2024-07-05T06:04:19Z","timestamp":1720159459024},"reference-count":19,"publisher":"FapUNIFESP (SciELO)","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psic.: Teor. e Pesq."],"published-print":{"date-parts":[[2009,12]]},"abstract":"<jats:p>Este estudo pretendeu caracterizar os estilos interactivos das educadoras do Ensino Especial ao se relacionarem com crian\u00e7as com Necessidades Educativas Especiais (NEE) integradas em creches\/jardins-de-inf\u00e2ncia do Porto. Participaram 50 educadoras e 50 crian\u00e7as. Os comportamentos interactivos foram avaliados utilizando a Escala de Avalia\u00e7\u00e3o dos Estilos de Ensino. O envolvimento das crian\u00e7as foi codificado por meio do EQUAL-III. A an\u00e1lise de clusters identificou dois sub-grupos: (i) educadoras que utilizam mais frequentemente comportamentos directivos; (ii) educadoras nas quais predominam comportamentos elaborativos e responsivos. Os subgrupos distinguiram-se em caracter\u00edsticas de qualidade estrutural da sala, da educadora e do envolvimento da crian\u00e7a. As crian\u00e7as com NEE parecem se beneficiar de interac\u00e7\u00f5es baixas em directividade. Interac\u00e7\u00f5es elaborativas-responsivas tendem a promover n\u00edveis mais sofisticados de envolvimento, pelo que s\u00e3o recomendadas.<\/jats:p>","DOI":"10.1590\/s0102-37722009000400010","type":"journal-article","created":{"date-parts":[[2010,3,17]],"date-time":"2010-03-17T12:45:09Z","timestamp":1268829909000},"page":"547-559","source":"Crossref","is-referenced-by-count":5,"title":["Estilos interactivos de educadoras do Ensino Especial em contexto de educa\u00e7\u00e3o-de-inf\u00e2ncia"],"prefix":"10.1590","volume":"25","author":[{"given":"Catarina","family":"Grande","sequence":"first","affiliation":[{"name":"Universidade do Porto,  Portugal"}]},{"given":"Ana Isabel","family":"Pinto","sequence":"additional","affiliation":[{"name":"Universidade do Porto,  Portugal"}]}],"member":"530","reference":[{"key":"ref1","doi-asserted-by":"crossref","first-page":"541","DOI":"10.1016\/0193-3973(89)90026-9","article-title":"Caregivers in day-care c\\enters: Does training matter?","volume":"10","author":"Arnett J.","year":"1998","journal-title":"Journal of Applied Developmental Psychology","ISSN":"http:\/\/id.crossref.org\/issn\/0193-3973","issn-type":"print"},{"key":"ref2","series-title":"Developmentally appropriate practice in early childhood programs serving children from birth through age eight","author":"Bredekamp S.","year":"1987"},{"key":"ref3","series-title":"Reaching potentials: Appropriate curriculum and assessment for young children","first-page":"28","volume-title":"Reaching potentials trough appropriate curriculum: Conceptual framework for applying guidelines","author":"Bredekamp S.","year":"1996"},{"key":"ref4","series-title":"Statistical power analysis for the behavioral sciences","author":"Cohen J.","year":"1998","edition":"2\u00aa"},{"key":"ref5","series-title":"Effects of child characteristics and teacher interaction behaviors on children's observed engagement","author":"de Kruif R. 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