ABSTRACT:
This correlational study aims to characterize the Portuguese inclusive preschool contexts regarding activity-settings, to analyze relationships between them and the quality of the educator’s emotional tone and cognitive and language stimulation, and the relationships between activity-settings and involvement of children with disabilities, at-risk and typically developing. A total of 198 children participated in the study (47 with disabilities; 60 at-risk; 91 typically developing). Child engagement and activity-setting were observed with Child Observation in Preschool; emotional tone and cognitive stimulation with Teacher Observation in Preschool. Results revealed that the educators’ emotional tone in interactions registered moderate values, being higher in whole-group activities. The whole-group activities registered lower levels of engagement for all children. The three groups of children presented similar levels of engagement in free-play. It was concluded that, although the whole-group activity-settings show higher quality regarding the tone of interactions, it is in these activity-settings that both children with and without disabilities show lower levels of engagement, with free-play emerging as an activity-setting where all children are more engaged. Results highlight the importance of educational intentionality in planning interactions and activity-settings to ensure the promotion of children’s engagement.
KEYWORDS:
Inclusive education; Quality of interactions; Engagement