Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil

Erreferentzia bibliografikoak

• Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale: Erlbaum.
• Ato, E., González, C., & Carranza, J. A. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20, 69-79. Recuperado de http://www.um.es/analesps/
• Belsky, J. (2006). Effects of child development in the USA. In J. J. van Kuyk (Ed.), The quality of early childhood education (pp. 23-32). Arnheim: Cito.
• Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s execu-tive functioning. Child Development, 81, 326-339. Doi:10.1111/j.1467-8624.2009.01397.x
• Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Nueva York: Basic Books. [Trad. cast. de M. Valcarce, El apego y la pérdida: Vol. 1. El apego. Barcelona: Paidós, 1998].
• Bowlby, J. (1973). Attachment and loss: Vol. 2. Separation. Nueva York: Basic Books. [Trad. cast. de I. Pardal, El apego y la pérdida: Vol. 2. La separación. Barcelona: Paidós, 1998].
• Burchinal, M. R., Howes, C., Pianta, R., Bryant, D., Early, D., Cliffors, R., & Barbarin, B. (2008). Predicting child outcomes at the end of kindergar-ten from the quality of pre-kindergarten teacher-child interactions and instructions. Applied Developmental Science, 12, 140-153. Doi:10.1080/10888690802199418.
• Burchinal, M. R., Roberts, J. E., Riggins, R., Zeisel, S. A., Neebe, E., & Bry-ant, D. (2000). Relating quality of center-based child care to early cogni-tive and language development longitudinally. Child Development, 71, 339-357. Doi:10.1111/1467-8624.00149
• Buyse, E., Verschueren, K., & Doumen, S. (2011). Preschoolers’ attachment to mother and risk for adjustment problems in kindergarten: Can teach-ers make difference? Social Development, 20, 33-50. Doi: 10.1111/j.1467-9507.2009.00555.x
• Cassidy, D. J., Hestenes, L. L., Hegde, A., Hestenes, S., & Mims, S. (2005). Measurement of quality in preschool child care classrooms: an explora-tory and confirmatory factor analysis of the early childhood environ-ment rating scale-revised. Early Childhood Research Quarterly, 20, 345–360. Doi: 10.1016/j.ecresq.2005.07.005.
• Cerezo, F., & Ato, M. (2010). Social status, gender, classroom climate and bullying among adolescents pupils. Anales de Psicología, 26, 137-144. Re-cuperado de http://www.um.es/analesps/
• Clifford, R., Reszka, S. S., & Rossbach H. G. (2010). Reliability and validity of the Early Childhood Environment Rating Scale. Chapel Hill: Univer-sity of North Carolina, FPG Child Development Institute, working pa-per.
• Cryer, D. (2006). Variables decisivas en la calidad de la educación. In R. Elías, D. C. Raskin, L. Ghiglione, E. Zelada & Y. R. Pedro (Eds.), Mode-los conceptuales y metodológicos en la evaluación de la calidad de la educación prees-colar (pp. 27-46). Paraguay: Ministerio de Educación y Cultura.
• Cryer, D., Tietze, W., Burchinal, M., Leal, T., & Palacios, J. (1999). Predict-ing process quality from structural quality in preschool programs: A cross-country comparison. Early Childhood Research Quarterly, 14(3), 339–361. Doi:10.1016/S0885-2006(99)00017-4.
• De Kruif, R. E. L., Vermeer, H. J., Fukkink, R. G., Riksen-Walraven, J. M. A., Tavecchio, L. W. C., van Ijzendoorn, M. H., & van Zeijl, J. (2007). The national study on childcare quality: Final report project 0 and 1. Amsterdam: NCKO.
• De Schipper, E. J., Riksen-Walraven, J. M., & Geurts, S. A. E. (2006). Ef-fects of child-caregiver ratio on the interactions between caregivers and children in child-care centers: an experimental study. Child Development, 77 (4), 861–874. Doi:10.1111/j.1467-8624.2006.00907.x.
• Deynoot-Schaub, M. J. J. M., & Riksen-Walraven, J. M. (2005). Child care under pressure: The quality of Dutch centers in 1995 and 2001. Journal of Genetic Psychology, 166, 280–296. Doi:10.3200/GNTP.166.3.280-296.
• EACA, Education, Audiovisual and Culture Executive Agency (2009). Tack-ling social and cultural inequalities through early childhood education and care in Europe. Brussels: EACA. Recuperado de http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf
• Ebbeck, M., Winter, P., Russo, S., Yim, H. Y. B., Teo-Zuzarte, G. L. C., & Goh, M. (2012). Measuring children’s involvement as an indicator of curriculum effectiveness: a curriculum evaluation of a selected childstudy centre in Singapur. Early Child Development and Care, 182, 609–619. Doi: 10.1080/03004430.2011.566329.
• Groeneveld, M. G., Vermeer, H. J., Van IJzendoorn, M. H., & Linting, M. (2010). Children’s wellbeing and cortisol levels in home-based and cen-ter-based childcare. Early Childhood Research Quarterly, 25, 502-514. Doi:10.1016/j.escrsq.2009.12.004.
• Groeneveld, M. G., Vermeer, H. J., Harriet, J.; van IJzendoorn, M. H., & Linting, M. (2011). Enhancing home-based child care quality through video-feedback intervention: a randomized controlled trial. Journal of Family Psychology, 25, 86-96.
• Groeneveld, M. G., Vermeer, H. J., Van IJzendoorn, M. H., & Linting, M. (2012a). Stress, cortisol and well-being of caregivers and children in home-based child care: a case for differential susceptibility. Child: Care, Health and Development, 38, 251-260. Doi: 10.1111/j.1365-2214.2010.01194.x
• Groeneveld, M. G., Vermeer, H. J., Van IJzendoorn, M. H., & Linting, M. (2012b). Caregivers’ cortisol levels and perceived stress in home-based and center-based childcare. Early Childhood Research Quarterly, 27, 166-175. Doi: 10.1016/j.ecresq.2011.05.003.
• Harms, T., Clifford, R. M., & Cryer, D. (1998). Early Childhood Environment. Rating Scale: Revised edition. New York: Teachers College Press. [Trad. cast. de C. Dueñas, Escala de calificación del ambiente de la infancia temprana- Edición Revisada. New York: Teachers College Press, 2002].
• Hernández, M. V., Colmenares, F., & Martínez, R. (2003). Modelos jerárqui-cos “por piezas” en el análisis entre discontinuidad conductual y discon-tinuidad en procesos subyacentes. Anales de Psicología, 19(1), 159–171. Recuperado de http://www.um.es/analesps/
• Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult: Child ratio. Merrill-Palmer Quarterly, 43, 404–425.
• Hughes, J. N. (2012). Teacher-student relationships and school adjustment: progress and remaining challenges. Attachment & Human Development 14, 319-327. Doi:10.1080/14616734.2012.672288
• Huntsman, L. (2008). Determinants of quality in child care: A review of the research evidence. Ashfield: NSW Department of Community Services. Recu-perado de http://www.community.nsw.gov.au/docswr/_assets/main/documents/research_qualitychildcare.pdf
• Laevers, F. (1994a). Defining and assessing quality in early childhood education. Studia Paedagogica. Leuven: Leuven University Press.
• Laevers, F. (1994b). The Leuven Involvement Scale for Young Children (LBS-YC). Manual and Video-tape. Leuven: Centre for Experiential Education.
• Lera, M. J. (2007). Calidad en la Educación Infantil. Revista de Educación, 343, 301-323. Recuperado de http://www.mecd.gob.es/revista-de-educacion
• López, F. (1995). Necesidades de la infancia: respuesta familiar. Infancia y So-ciedad, 30, 8-47.
• López, F. (2009). Las emociones en educación. Madrid: Morata.
• Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Howes, C., Barbarin, O. A., Early, D. M. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749. Doi:10.1111/j.1467-8624.2008.01154.x.
• Mathiesen, M. E., Merino, J., Herrera, M. E., Castro, G., & Rodríguez, C. (2011). Validación del funcionamiento de la escala ECERS-R en algunas regiones de Chile. Estudios Pedagógicos, 2, 147-160.
• Montañés, B., Aciego, R. & Domínguez, R. (2012). Opiniones y práctica educativa de un grupo de maestras de educación infantil relacionadas con el desarrollo socioafectivo de su alumnado. Cultura y Educación, 24 (1), 33–43. Recuperado de http://www.fia.es/revistas/culturayeducacion/home
• Montes, G., Hightower, A. D., Brugger, L., & Moustafa, E. (2005). Quality child care and socioemotional risk factors: No evidence of diminishing returns for urban children. Early Childhood Research Quarterly, 20, 361–372. Doi:10.1016/j.ecresq.2005.07.006.
• NICHD Early Child Care Research Network (2000). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 3, 116–135. Doi:10.1207/S1532480XADS0403_2.
• NICHD Early Child Care Research Network (2005). Child care and child devel-opment: Results from the NICHD Study of Early child Care and Youth Develop-ment. The Guildford Press: Nueva York.
• Pardo, A., Ruiz, M. A., & San Martín, R. (2007). Cómo ajustar e interpretar modelos multinivel con SPSS. Psicothema, 19, 308-321. Recuperado de http://www.psicothema.com/
• Pascal, C. & Bertram, A. D. (1997). Effective Early Learning: Case Studies in Im-provement. London: Hodder and Stoughton.
• Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of pre-school child care quality to children’s cognitive and social developmen-tal trajectories through second grade. Child Development, 72(5), 1534–1553. Doi:10.1111/1467-8624.00364.
• Phillips, D., Mekos, D., Scarr, S., McCartney, K., & Abbott-Shim, M. (2000). Within and beyond the classroom door: Assessing quality in child care centers. Early Childhood Research Quarterly, 15, 475–496. Doi:10.1016/S0885-2006(01)00077-1.
• Ribes, R., Bisquerra, R., Agulló, M. J., Filella, G. & Soldevilla, A. (2005). Una propuesta de curriculum emocional en educación infantil. Cultura y Edu-cación, 17 (1), 5-17.
• Ruopp, R., Trayers, J., Glantz, F., & Coelen, C. (1979). Children at the center: Final results of the national Day Care Study. Cambridge: Abt Associates.
• Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development 14, 213-231. Doi:10.1080/14616734.2012.672262
• Sánchez, J., & Hidalgo, M. V. (2003). De las ideas de las madres a las inter-acciones con sus bebés. Anales de Psicología, 19(2), 279–292. Recuperado de http://www.um.es/analesps/
• Simó, S., & D’Ocon, A. (2011). La estructura temporal de la experiencia de sensibilidad maternal: su efecto sobre el desarrollo cognitivo y emocio-nal infantil. Infancia y Aprendizaje, 34, 481-493. Doi:10.1174/021037011797898421.
• Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., & van der Leij, A. (2012). Sup-porting teachers’ relationships with disruptive children: the potential of relationship-focused reflection. Attachment & Human Development 14, 305-318. Doi:10.1080/14616734.2012.672286
• Sroufe, L. A, Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The devel-opment of the person: The Minnesota study of risk and adaptation from birth to adulthood. Nueva York: Guildford Press.
• Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., & Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, 21, 76-92. Doi: 10.1016/j.ecresq.2006.01.003.
• Textor, M. R. (1998). International perspectives on quality child care. Early Childhood Education Journal, 25(3), 167-171. Doi:10.1023/A:1025653127221.
• Tietze, W., Cryer, D., Bairrao, J., Palacios, J., & Wetzel, G. (1996). Compari-sons of observed process quality in early child care and education pro-grams in five countries. Early Childhood Research Quarterly, 11, 447-475. Doi:10.1016/S0885-2006(96)90017-4.
• Ulich, M., & Mayr, T. (2002). Children’s involvement profiles in daycare centres. European Early Education Research Journal, 10, 127-143. Doi: 10.1080/13502930285209001
• Uren, N., & Stagnitti, K. (2008). Pretend play, social competence and in-volvement in children aged 5-7 years: the concurrent validity of the child-initiated pretend play assessment. Australian Occupational Therapy Journal, 1, 33-40. Doi: 10.1111/j.1440-1630.2008.00761.x.
• Vandell, D. L., Belsky, J., Burchinal, M., Vandergrift, N., & Steinberg, L. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth. Child Development, 81(3), 737-756. Doi:10.1111/j.1467-8624.2010.01431.x.
• Vermeer, H. J., Groeneveld, M. G., Larrea, I., van IJzendoorn, M. H., Barandiaran, A., & Linting, M. (2010). Child care quality and children’s cortisol in Basque Country and the Netherlands. Journal of Applied Devel-opmental Psychology, 31(4), 339-347. Doi:10.1016/j.appdev.2010.05.001.
• Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development 14, 205-211. Doi:10.1080/14616734.2012.672260
• Volling, B., & Feagans, L. V. (1995). Infants day care and children´s social competence. Infant Behavior and Development, 18(2), 177-188.Doi:10.1016/0163-6383(95)90047-0.