Search

This study aims to understand the associations between child functioning and environmental barriers and the involvement of preschool children, with and without disabilities, in out-of-school activities, namely, home and community activities. Particularly, we aimed to investigate if environmental barriers mediate the relationship between child functioning and their involvement in these activities. Parents of 116 preschool-aged children (42 children with disabilities) reported on children’s involvement and environmental factors at home and in the community. Preschool teachers assessed child functioning. Multiple linear regressions and mediation analysis were performed. Results indicated significant associations between child functioning, perceived environmental barriers, and involvement at home and in the community. A significant indirect association of child functioning on involvement through the perception of environmental barriers was found in both contexts. Findings support the biopsychosocial model of participation and a focus on environmental features by practitioners designing and implementing intervention strategies.

Previous research highlights several benefits of shared book reading (SBR) for child development, but less studies exist about its predictors (Yarosz & Barnett, 2001). Literature on home SBR in Portugal is scarce (Araújo & Costa, 2015; Peixoto et al., 2008), and studies on its predictors in families at socioeconomic risk or Roma families in this context are, respectively, reduced (Gamelas et al., 2003) or inexistent. This study aimed to investigate the predictors of the frequency of SBR in two ethnically diverse groups of families. Specifically, we studied the associations between child and family (mother) characteristics, parental aspirations, and parental involvement in preschool events and frequency of home SBR. Two hundred and six caregivers of Portuguese Roma ( n = 101) and non-Roma ( n = 105) low-income preschoolers (109 boys; M age = 5, SD age = 0.94) living in the Metropolitan areas of Lisbon and Oporto, Portugal, completed a survey, in face-to-face meetings. A multiple regression model, using AMOS (v. 25), showed that mothers’ educational level, educational aspirations for their child, and involvement in informal (but not formal) events in preschool were positively associated with frequency of SBR. Ethnicity did not moderate these associations. The overall similar pattern results for Roma and non-Roma low income families is an important finding, suggesting that these families may experience similar challenges in engaging in SBR with their preschool children and, therefore, may benefit from interventions with similar features. info:eu-repo/semantics/acceptedVersion

Although issues of global justice are increasingly considered an important topic to include in elementary school curricula, little is known about children’s perspectives on complex distributive jus...

Objectives: The main goal of the present study was to promote an understanding of the role of environment in explaining frequency of participation of pre-school children in home and community activities. Method: Parents of 116 children from completed an adapted version of the Young Children's Participation and Environment Measure (YC-PEM). Pre-school teachers assessed child functioning. Results: Maternal education was significantly related to the child's frequency of participation in home and community activities. Child functioning had an indirect effect on frequency of participation in home activities through perceived environmental barriers by parents. In the community setting, child functioning was a predictor of the parents' perception of environmental barriers and there was no evidence of a mediating effect of perceived environmental barriers. Conclusion: These findings highlight the importance of modifying specific environmental factors to promote child participation and functioning.

The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with support of Special Education Service and/or of the Early Intervention System and noneligible children, in three main dimensions: child functioning, child participation and perceived environmental barriers. Data about child functioning was collected through preschool teachers and about participation and barriers through parents. Sociodemographic data was also collected. Forty preschool teachers and 116 children (and their parents) participated in this study. Forty-two children were eligible and had support from Special Education Service and/or of the Early Intervention System. The results showed that eligible children have lower levels of functionality, participate less frequently and are less involved in the activities at home and in the community setting and that their parents perceive more environmental barriers in both settings. The results were analysed considering the Biopsychosocial Model. Resumo O presente estudo tem como objetivo descrever a participação de crianças entre os três e cinco anos de idade em casa e na comunidade, comparando crianças elegíveis e com apoio da Educação Especial e/ou do Sistema Nacional de Intervenção Precoce para a Infância com crianças não elegíveis e sem apoio, em três dimensões: funcionalidade da criança, participação da criança e perceção de barreiras ambientais em ambos os contextos. Os dados acerca da funcionalidade da criança foram recolhidos com recurso às educadoras de infância e da participação e barreiras ambientes com recurso aos pais. Informações sociodemográficas também foram recolhidas. Neste estudo, participaram 40 educadoras de infância e 116 crianças (e os seus pais), das quais 42 eram elegíveis e tinham apoio da Educação Especial e/ou do Sistema Nacional de Intervenção Precoce para a Infância. Os resultados indicaram que as crianças elegíveis e com apoio apresentam níveis mais baixos de funcionalidade, participam menos frequentemente e estão menos envolvidas nas atividades de casa e da comunidade e que os seus pais percebem mais barreiras ambientais nos contextos. Os resultados foram analisados e discutidos à luz do Modelo Biopsicossocial.