{"id":1589,"date":"2024-01-24T22:11:29","date_gmt":"2024-01-24T22:11:29","guid":{"rendered":"https:\/\/pbs-ecec.eu\/leadership-a-catalyst-for-change\/"},"modified":"2024-01-29T10:36:17","modified_gmt":"2024-01-29T10:36:17","slug":"leadership-a-catalyst-for-change","status":"publish","type":"page","link":"https:\/\/pbs-ecec.eu\/pt-pt\/leadership-a-catalyst-for-change\/","title":{"rendered":"Lideran\u00e7a: Um Catalisador da Mudan\u00e7a"},"content":{"rendered":"<div>\n<h4>As equipas de lideran\u00e7a desempenham um papel central na coordena\u00e7\u00e3o, orienta\u00e7\u00e3o e apoio \u00e0s equipas de educa\u00e7\u00e3o pr\u00e9-escolar em todas as fases da implementa\u00e7\u00e3o PW-PBS<\/h4>\n<p>Pontos-Chave: A implementa\u00e7\u00e3o PW-PBS \u00e9 conduzida por uma equipa de lideran\u00e7a, composta por v\u00e1rios\/as profissionais, em cada jardim de inf\u00e2ncia. Esta equipa organiza, integra e coordena a implementa\u00e7\u00e3o de estrat\u00e9gias e pr\u00e1ticas eficazes. Uma lideran\u00e7a bem preparada, altamente envolvida e solid\u00e1ria promove uma base comum ao n\u00edvel da vis\u00e3o (cren\u00e7as e valores), dos fundamentos te\u00f3ricos e das pr\u00e1ticas pedag\u00f3gicas. As equipas de lideran\u00e7a s\u00e3o tamb\u00e9m respons\u00e1veis por facilitar a comunica\u00e7\u00e3o e proporcionar oportunidades de desenvolvimento profissional cont\u00ednuo e recursos aos\/\u00e0s profissionais, garantindo espa\u00e7os de reflex\u00e3o e debate sobre os progressos e os desafios identificados. Uma lideran\u00e7a preparada e comprometida promove a autonomia e a participa\u00e7\u00e3o dos\/as profissionais, o que contribui para a sustentabilidade dos resultados, tanto para os\/as profissionais como para as crian\u00e7as (consulte, por favor, os nossos <u><a href=\"https:\/\/pbs-ecec.eu\/pt-pt\/outputs\/\">Recursos<\/a><a href=\"https:\/\/pbs-ecec.eu\/pt-pt\/outputs\/\">&#8211;<\/a><a href=\"https:\/\/pbs-ecec.eu\/pt-pt\/outputs\/\">Chave da PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/pt-pt\/outputs\/\">&#8211;<\/a><a href=\"https:\/\/pbs-ecec.eu\/pt-pt\/outputs\/\">ECEC<\/a><\/u><a href=\"https:\/\/pbs-ecec.eu\/pt-pt\/outputs\/\">)<\/a>. A prepara\u00e7\u00e3o e o apoio \u00e0 lideran\u00e7a nos contextos da educa\u00e7\u00e3o pr\u00e9-escolar s\u00e3o fundamentais para criar condi\u00e7\u00f5es para o sucesso da implementa\u00e7\u00e3o da PW-PBS. A prepara\u00e7\u00e3o dos l\u00edderes tem como objetivo ajudar a sustentar um exerc\u00edcio de lideran\u00e7a pedag\u00f3gica altamente informado e intencional, centrado na promo\u00e7\u00e3o da aprendizagem e do bem-estar das crian\u00e7as e dos\/as profissionais.<\/p>\n<p>Vozes de profissionais e de outros\/as intervenientes no setor educativo no \u00e2mbito da PBS-ECEC<\/p>\n<p>&#8220;\u00c9 essencial ensinar e formar na \u00e1rea da lideran\u00e7a e oferecer incentivos&#8221; (C., Portugal).\u00a0\u00a0<\/p>\n<p>&#8220;Todos os elementos da equipa de lideran\u00e7a t\u00eam de acreditar que vai resultar. T\u00eam de dar o impulso para a continuidade&#8221; (M., Portugal).<\/p>\n<p><strong>O que fazer para marcar a diferen\u00e7a?<\/strong><\/p>\n<p>Estrat\u00e9gias \u0131 A\u00e7\u00f5es\u00a0<\/p>\n<p>Criar uma equipa de lideran\u00e7a para orientar a implementa\u00e7\u00e3o bem-sucedida e a sustentabilidade da PW-PBS<\/p>\n<ul>\n<li>Assegurar que a equipa de lideran\u00e7a est\u00e1 capacitada para orientar e apoiar os profissionais, desenvolvendo de forma colaborativa pol\u00edticas, estrat\u00e9gias e procedimentos que facilitem a integra\u00e7\u00e3o da PW-PBS nas pr\u00e1ticas di\u00e1rias. Investir em forma\u00e7\u00e3o especializada de alta qualidade em compet\u00eancias de lideran\u00e7a (por exemplo, atrav\u00e9s de associa\u00e7\u00f5es profissionais ou centros de forma\u00e7\u00e3o).<\/li>\n<li>Assegurar que os\/as l\u00edderes disponham dos recursos necess\u00e1rios para facilitar a comunica\u00e7\u00e3o entre os membros da equipa, garantindo espa\u00e7os de debate sobre os progressos, os desafios e as dificuldades identificadas pelos\/as profissionais; a promo\u00e7\u00e3o de processos de reflex\u00e3o cr\u00edtica centrados na vis\u00e3o, na teoria e nas pr\u00e1ticas \u00e9 essencial para o sucesso da implementa\u00e7\u00e3o da PW-PBS.<\/li>\n<li>Criar um compromisso partilhado entre todos\/as os\/as intervenientes, incluindo administradores\/as, equipas de profissionais e fam\u00edlias, para prestar apoio aos\/\u00e0s l\u00edderes emergentes e atribuir tempo exclusivo a atividades de lideran\u00e7a. Isto significa reconhecer a lideran\u00e7a como uma for\u00e7a motriz da mudan\u00e7a e da transforma\u00e7\u00e3o e criar condi\u00e7\u00f5es de trabalho para que os\/as l\u00edderes desenvolvam plenamente o seu papel e fun\u00e7\u00f5es pedag\u00f3gicas.<\/li>\n<li>Criar condi\u00e7\u00f5es e incentivos adequados para uma lideran\u00e7a motivada e altamente empenhada. O seu papel envolve garantir a forma\u00e7\u00e3o de todos\/as os\/as profissionais, estabelecer objetivos, gerir recursos, ultrapassar barreiras, desenvolver trabalho intersectorial e tornar a implementa\u00e7\u00e3o da PW-PBS sustent\u00e1vel. Implica, ainda, envolver os\/as profissionais mais jovens em cargos de lideran\u00e7a para ajudar a desenvolver compet\u00eancias cruciais no in\u00edcio das suas carreiras.<\/li>\n<li>Assegurar a disponibilidade de ferramentas de avalia\u00e7\u00e3o de qualidade, alinhadas com a abordagem da PW-PBS, para sustentar decis\u00f5es baseadas em dados por parte da equipa d<a href=\"https:\/\/pbs-ecec.ese.ipp.pt\/login\/index.php\">e <\/a><u><a href=\"https:\/\/pbs-ecec.ese.ipp.pt\/login\/index.php\">lideran\u00e7a<\/a><\/u><a href=\"https:\/\/pbs-ecec.ese.ipp.pt\/login\/index.php\">.<\/a><\/li>\n<li>Diminuir o peso do papel burocr\u00e1tico e investir no papel pedag\u00f3gico; os\/as l\u00edderes devem ser mobilizadores\/as da mudan\u00e7a e criadores\/as de novas solu\u00e7\u00f5es para os desafios enfrentados pelas equipas de educa\u00e7\u00e3o pr\u00e9-escolar.<\/li>\n<\/ul>\n<p>A equipa de lideran\u00e7a orienta eficazmente os\/as profissionais e outros\/as intervenientes durante a implementa\u00e7\u00e3o e avalia\u00e7\u00e3o da PW-PBS<\/p>\n<ul>\n<li>Apoiar um esp\u00edrito de confian\u00e7a, sem ju\u00edzos de valor e de colabora\u00e7\u00e3o entre todos\/as os\/as profissionais.<\/li>\n<li>Garantir a participa\u00e7\u00e3o de todos os membros da equipa, independentemente das suas fun\u00e7\u00f5es.<\/li>\n<li>Proporcionar desenvolvimento profissional cont\u00ednuo, forma\u00e7\u00e3o e recursos aos\/\u00e0s profissionais, promovendo uma compreens\u00e3o partilhada dos princ\u00edpios, estrat\u00e9gias e pr\u00e1ticas da PW-PBS.<\/li>\n<li>Permitir a flexibilidade na escolha da composi\u00e7\u00e3o das equipas de educa\u00e7\u00e3o pr\u00e9-escolar (particularmente em jardins de inf\u00e2ncia de pequena escala) e estar aberto a estruturas de lideran\u00e7a alternativas e de menor dimens\u00e3o.<\/li>\n<li>Desenvolver estrat\u00e9gias, como programas de mentoria, oportunidades de desenvolvimento profissional guiado e processos de tomada de decis\u00e3o em colabora\u00e7\u00e3o, que possam promover o desenvolvimento de compet\u00eancias de lideran\u00e7a nos jardins de inf\u00e2ncia.<\/li>\n<\/ul>\n<p><strong>Quais s\u00e3o os benef\u00edcios e o impacto esperados?<\/strong><\/p>\n<ul>\n<li>As equipas de lideran\u00e7a funcionam como uma ponte importante entre os\/as intervenientes, garantindo que todos\/as os\/as envolvidos\/as na comunidade de educa\u00e7\u00e3o pr\u00e9-escolar est\u00e3o alinhados\/as na promo\u00e7\u00e3o do crescimento socioemocional e na promo\u00e7\u00e3o de um ambiente de aprendizagem seguro, solid\u00e1rio e inclusivo. Os\/as l\u00edderes influenciam as pr\u00e1ticas pedag\u00f3gicas e centram-se nos resultados positivos das crian\u00e7as no que diz respeito \u00e0 aprendizagem socioemocional e \u00e0 preven\u00e7\u00e3o de comportamentos desafiantes.<\/li>\n<li>Uma lideran\u00e7a eficaz ajuda a criar um ambiente onde cada crian\u00e7a tem a oportunidade de prosperar emocional, social e academicamente &#8211; este esfor\u00e7o implica o desenvolvimento intencional de uma vis\u00e3o partilhada entre os\/as principais intervenientes na implementa\u00e7\u00e3o da PW-PBS.<\/li>\n<li>Os\/As l\u00edderes criam um ambiente organizacional positivo, apoiando e motivando todos\/as os\/as profissionais e cocriando mecanismos de colabora\u00e7\u00e3o para envolver as fam\u00edlias e a comunidade.<\/li>\n<li>Os\/As l\u00edderes proporcionam orienta\u00e7\u00e3o espec\u00edfica e avalia\u00e7\u00e3o cont\u00ednua da implementa\u00e7\u00e3o da PW-PBS. Isto promove uma implementa\u00e7\u00e3o realista e vi\u00e1vel, conduzindo a uma maior efic\u00e1cia do programa e a resultados comportamentais positivos para as crian\u00e7as.<\/li>\n<li>Os\/As l\u00edderes eficazes permitem a partilha de recursos, melhores pr\u00e1ticas e apoio, conduzindo, por sua vez, a uma implementa\u00e7\u00e3o mais sustent\u00e1vel dos programas da PW-PBS.<\/li>\n<\/ul>\n<p><strong>Que pr\u00e1ticas indicam o caminho a seguir?<\/strong><\/p>\n<p>Lideran\u00e7a baseada em <u><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/12\/R3_Impact-report_PT_Final.pdf\">dados<\/a><\/u><\/p>\n<p>Como resultado da forma\u00e7\u00e3o da PBS-ECEC e da implementa\u00e7\u00e3o da componente da PW-PBS relacionada com a tomada de decis\u00e3o baseada em dados, a equipa de lideran\u00e7a de um jardim de inf\u00e2ncia participante em Portugal desenvolveu uma ferramenta partilhada para as profissionais comunicarem incidentes. Este instrumento foi considerado necess\u00e1rio porque as profissionais normalmente comentavam os incidentes, mas raramente os registavam. Este instrumento inclui elementos como a data\/hora, a descri\u00e7\u00e3o do incidente, o local, os\/as intervenientes, a profissional respons\u00e1vel por lidar com a situa\u00e7\u00e3o e outras observa\u00e7\u00f5es. Todas as profissionais poderiam utilizar este instrumento para relatar acontecimentos do quotidiano que fossem problem\u00e1ticos, desafiantes ou que perturbassem de alguma forma a sua rotina normal. Ao analisar os dados proporcionados por esta nova ferramenta, a equipa de lideran\u00e7a discutiu com as profissionais os padr\u00f5es que surgiram e que se tornaram claros: a maior parte das dificuldades sentidas e dos problemas relatados ocorreram nos per\u00edodos de transi\u00e7\u00e3o. A clareza fornecida pelos dados serviu de base \u00e0s decis\u00f5es da equipa relativamente a v\u00e1rias estrat\u00e9gias de interven\u00e7\u00e3o, que foram orientadas pela equipa de lideran\u00e7a. Posteriormente, a equipa de lideran\u00e7a avaliou a efic\u00e1cia das estrat\u00e9gias e implementou os ajustamentos necess\u00e1rios, em colabora\u00e7\u00e3o com toda a equipa, para atingir os objetivos e reduzir a incid\u00eancia de comportamentos desafiantes que ocorrem durante os per\u00edodos de transi\u00e7\u00e3o.<\/p>\n<p>Atenua\u00e7\u00e3o dos obst\u00e1culos<\/p>\n<p>Na Irlanda, durante a implementa\u00e7\u00e3o da PBS-ECEC, as equipas de lideran\u00e7a eram constitu\u00eddas por um pequeno n\u00famero de membros do staff. Em alguns casos, apenas um membro do staff (geralmente o propriet\u00e1rio ou o diretor do jardim de inf\u00e2ncia) constitu\u00eda a &#8220;equipa de lideran\u00e7a&#8221; em nome do jardim de inf\u00e2ncia. Embora a escassez de pessoal no setor da educa\u00e7\u00e3o pr\u00e9-escolar na Irlanda seja um problema, alguns jardins de inf\u00e2ncia funcionam a uma escala muito pequena, pelo que, para se adaptarem, alguns deles optaram por equipas de lideran\u00e7a de menor dimens\u00e3o.<\/p>\n<p><strong>Evid\u00eancias e Recursos de Apoio\u00a0<\/strong><\/p>\n<p><strong>Recursos-Chave<\/strong><\/p>\n<p>Needs assessment in four countries\u00a0<\/p>\n<p>Krousorati, K., Grammatikopoulos, V., Agathokleous, A., Michaelidou, V., Szproch, A., O&#8217;Brien, M., Barros, S., Ara\u00fajo, S., Santos, M., &amp; Sousa, M. (2023). PBS\u2013ECEC transnational consolidated report: Research findings for developing the guide on Positive Behaviour Support in early childhood education and care.\u00a0 <u><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">https:\/\/PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">ECEC.eu\/wp<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">&#8211;<\/a><\/u><u><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">content\/uploads\/documents\/PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/documents\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\">ECEC_NeedsAssessment_Consolidated_report_EN.pdf<\/a><\/u> \u00a0\u00a0<\/p>\n<p>A Guide for using PW-PBS in ECEC<\/p>\n<p>Krousorati, K., Grammatikopoulos, V., Agathokleous, A., Michaelidou, V., Szproch, A., O&#8217;Brien, M., Ara\u00fajo, S., Santos, M., Sousa, M., &amp; Barros, S. (2023). PBS\u2013ECEC guide on Positive Behaviour Support in early childhood and care in European countries. <u><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">https:\/\/PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">ECEC.eu\/wp<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">&#8211;<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">content\/uploads\/outputs\/PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/outputs\/PBS-ECEC_Guide_EN.pdf\">ECEC_Guide_EN.pdf<\/a><\/u> \u00a0<\/p>\n<p>PBS-ECEC online modules<\/p>\n<p>PBS\u2013ECEC Consortium (n.d.). Implementing Positive Behaviour Support in early childhood education and care [MOOC]. <u><a href=\"https:\/\/pbs-ecec.ese.ipp.pt\/login\/index.php\">https:\/\/PBS<\/a><a href=\"https:\/\/pbs-ecec.ese.ipp.pt\/login\/index.php\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.ese.ipp.pt\/login\/index.php\">ECEC.ese.ipp.pt\/login\/index.php<\/a><\/u><\/p>\n<p>Impact assessment study &amp; recommendations<\/p>\n<p>Szproch, A., O\u2019Brien, M., Ara\u00fajo, A., Santos, M., Oliveira, V., Barros, S., Otero-Mayer, A., Michaelidou, V., Agathokleous, A., Krousorati, K., &amp; Grammatikopoulos, V. (2023). Report of the PBS\u2013ECEC impact assessment study and practice recommendations. Result 3: Transnational Report.\u00a0 <u><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">https:\/\/PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">ECEC.eu\/wp<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">&#8211;<\/a><\/u><u><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">content\/uploads\/2023\/10\/PBS<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">\u2013<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">ECEC_R3_Consolidated<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">&#8211;<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">Report<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">&#8211;<\/a><a href=\"https:\/\/pbs-ecec.eu\/wp-content\/uploads\/2023\/10\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\">Final.pdf<\/a><\/u><\/p>\n<p><strong>Recursos Complementares<\/strong><\/p>\n<p>Charalambous, V., Stalikas, A., &amp; Vrasidas, C. (2021, July 13 &#8211; 16). The design and implementation of a program to enhance teachers\u2019 wellbeing [Paper presentation]. 42nd Annual Conference of the International School Psychology Association, ISPA 2021, Nicosia, Cyprus.\u00a0\u00a0<\/p>\n<p>Douglas, A. L. (2019). Leadership for Quality Early Childhood Education and Care. OECD Education Working Paper, n. \u00ba 211. OECD iLibrary. <u><a href=\"https:\/\/doi.org\/10.1787\/6e563bae-en\">https:\/\/doi.org\/10.1787\/6e563bae<\/a><a href=\"https:\/\/doi.org\/10.1787\/6e563bae-en\">&#8211;<\/a><a href=\"https:\/\/doi.org\/10.1787\/6e563bae-en\">en<\/a><\/u> \u00a0\u00a0\u00a0<\/p>\n<p>European Commission (2014). Proposal for key principles of a quality framework for early childhood education and care. Report of the working group on early childhood education and care under the auspices of the European Commission. European Commission. <u><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">https:\/\/www.value<\/a><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">&#8211;<\/a><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">ecec.eu\/wp<\/a><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">&#8211;<\/a><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">content\/uploads\/2019\/11\/ecec<\/a><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">&#8211;<\/a><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">quality<\/a><\/u><u><a href=\"https:\/\/www.value-ecec.eu\/wp-content\/uploads\/2019\/11\/ecec-quality-framework_en.pdf\">framework_en.pdf<\/a><\/u> \u00a0\u00a0<\/p>\n<p>OECD (2019). Providing quality early childhood education and care: Results from the Starting Strong Survey 2018.<\/p>\n<p>OECD Publishing. <u><a href=\"https:\/\/doi.org\/10.1787\/301005d1-en\">https:\/\/doi.org\/10.1787\/301005d1<\/a><a href=\"https:\/\/doi.org\/10.1787\/301005d1-en\">&#8211;<\/a><a href=\"https:\/\/doi.org\/10.1787\/301005d1-en\">en<\/a><\/u> \u00a0\u00a0\u00a0<\/p>\n<p>OECD (2020). Building a high-quality early childhood education and care workforce: Further results from the Starting Strong Survey 2018. OECD Publishing. <u><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">https:\/\/www.oecd.org\/education\/talis\/building<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">a<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">high<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">quality<\/a><\/u><u><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">early<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">childhood<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">education<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">and<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">care<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">workforce<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">b90bba3d<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">&#8211;<\/a><a href=\"https:\/\/www.oecd.org\/education\/talis\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\">en.htm<\/a><\/u><\/p>\n<\/div>\n<p>\n    <a href=\"\/pt-pt\/outputs\/\">Voltar \u00e0s sa\u00eddas<\/a>\n<\/p>\n<p><!--more--><br \/>\n<!-- {\"type\":\"layout\",\"children\":[{\"type\":\"section\",\"props\":{\"style\":\"default\",\"width\":\"default\",\"vertical_align\":\"middle\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"title_breakpoint\":\"xl\",\"image_position\":\"center-center\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"position_sticky_breakpoint\":\"m\",\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\"},\"children\":[{\"type\":\"headline\",\"props\":{\"title_element\":\"h1\",\"title_color\":\"success\",\"class\":\"page-header\"},\"source\":{\"query\":{\"name\":\"pages.singlePage\"},\"props\":{\"content\":{\"filters\":{\"search\":\"\"},\"name\":\"title\"}}}}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"position_sticky_breakpoint\":\"m\",\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\"},\"children\":[{\"type\":\"text\",\"props\":{\"margin\":\"default\",\"column_breakpoint\":\"m\",\"content\":\"\n\n<h4>As equipas de lideran\\u00e7a desempenham um papel central na coordena\\u00e7\\u00e3o, orienta\\u00e7\\u00e3o e apoio \\u00e0s equipas de educa\\u00e7\\u00e3o pr\\u00e9-escolar em todas as fases da implementa\\u00e7\\u00e3o PW-PBS<\\\/h4>\\n\n\n<p>Pontos-Chave: A implementa\\u00e7\\u00e3o PW-PBS \\u00e9 conduzida por uma equipa de lideran\\u00e7a, composta por v\\u00e1rios\\\/as profissionais, em cada jardim de inf\\u00e2ncia. Esta equipa organiza, integra e coordena a implementa\\u00e7\\u00e3o de estrat\\u00e9gias e pr\\u00e1ticas eficazes. Uma lideran\\u00e7a bem preparada, altamente envolvida e solid\\u00e1ria promove uma base comum ao n\\u00edvel da vis\\u00e3o (cren\\u00e7as e valores), dos fundamentos te\\u00f3ricos e das pr\\u00e1ticas pedag\\u00f3gicas. As equipas de lideran\\u00e7a s\\u00e3o tamb\\u00e9m respons\\u00e1veis por facilitar a comunica\\u00e7\\u00e3o e proporcionar oportunidades de desenvolvimento profissional cont\\u00ednuo e recursos aos\\\/\\u00e0s profissionais, garantindo espa\\u00e7os de reflex\\u00e3o e debate sobre os progressos e os desafios identificados. Uma lideran\\u00e7a preparada e comprometida promove a autonomia e a participa\\u00e7\\u00e3o dos\\\/as profissionais, o que contribui para a sustentabilidade dos resultados, tanto para os\\\/as profissionais como para as crian\\u00e7as (consulte, por favor, os nossos <u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/pt-pt\\\/outputs\\\/\\\">Recursos<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/pt-pt\\\/outputs\\\/\\\">-<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/pt-pt\\\/outputs\\\/\\\">Chave da PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/pt-pt\\\/outputs\\\/\\\">-<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/pt-pt\\\/outputs\\\/\\\">ECEC<\\\/a><\\\/u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/pt-pt\\\/outputs\\\/\\\">)<\\\/a>. A prepara\\u00e7\\u00e3o e o apoio \\u00e0 lideran\\u00e7a nos contextos da educa\\u00e7\\u00e3o pr\\u00e9-escolar s\\u00e3o fundamentais para criar condi\\u00e7\\u00f5es para o sucesso da implementa\\u00e7\\u00e3o da PW-PBS. A prepara\\u00e7\\u00e3o dos l\\u00edderes tem como objetivo ajudar a sustentar um exerc\\u00edcio de lideran\\u00e7a pedag\\u00f3gica altamente informado e intencional, centrado na promo\\u00e7\\u00e3o da aprendizagem e do bem-estar das crian\\u00e7as e dos\\\/as profissionais.<\\\/p>\\n\n\n<p>Vozes de profissionais e de outros\\\/as intervenientes no setor educativo no \\u00e2mbito da PBS-ECEC<\\\/p>\\n\n\n<p>\\\"\\u00c9 essencial ensinar e formar na \\u00e1rea da lideran\\u00e7a e oferecer incentivos\\\" (C., Portugal).\\u00a0\\u00a0<\\\/p>\\n\n\n<p>\\\"Todos os elementos da equipa de lideran\\u00e7a t\\u00eam de acreditar que vai resultar. T\\u00eam de dar o impulso para a continuidade\\\" (M., Portugal).<\\\/p>\\n\n\n<p><strong>O que fazer para marcar a diferen\\u00e7a?<\\\/strong><\\\/p>\\n\n\n<p>Estrat\\u00e9gias \\u0131 A\\u00e7\\u00f5es\\u00a0<\\\/p>\\n\n\n<p>Criar uma equipa de lideran\\u00e7a para orientar a implementa\\u00e7\\u00e3o bem-sucedida e a sustentabilidade da PW-PBS<\\\/p>\\n\n\n<ul>\\n\n\n<li>Assegurar que a equipa de lideran\\u00e7a est\\u00e1 capacitada para orientar e apoiar os profissionais, desenvolvendo de forma colaborativa pol\\u00edticas, estrat\\u00e9gias e procedimentos que facilitem a integra\\u00e7\\u00e3o da PW-PBS nas pr\\u00e1ticas di\\u00e1rias. Investir em forma\\u00e7\\u00e3o especializada de alta qualidade em compet\\u00eancias de lideran\\u00e7a (por exemplo, atrav\\u00e9s de associa\\u00e7\\u00f5es profissionais ou centros de forma\\u00e7\\u00e3o).<\\\/li>\\n\n\n<li>Assegurar que os\\\/as l\\u00edderes disponham dos recursos necess\\u00e1rios para facilitar a comunica\\u00e7\\u00e3o entre os membros da equipa, garantindo espa\\u00e7os de debate sobre os progressos, os desafios e as dificuldades identificadas pelos\\\/as profissionais; a promo\\u00e7\\u00e3o de processos de reflex\\u00e3o cr\\u00edtica centrados na vis\\u00e3o, na teoria e nas pr\\u00e1ticas \\u00e9 essencial para o sucesso da implementa\\u00e7\\u00e3o da PW-PBS.<\\\/li>\\n\n\n<li>Criar um compromisso partilhado entre todos\\\/as os\\\/as intervenientes, incluindo administradores\\\/as, equipas de profissionais e fam\\u00edlias, para prestar apoio aos\\\/\\u00e0s l\\u00edderes emergentes e atribuir tempo exclusivo a atividades de lideran\\u00e7a. Isto significa reconhecer a lideran\\u00e7a como uma for\\u00e7a motriz da mudan\\u00e7a e da transforma\\u00e7\\u00e3o e criar condi\\u00e7\\u00f5es de trabalho para que os\\\/as l\\u00edderes desenvolvam plenamente o seu papel e fun\\u00e7\\u00f5es pedag\\u00f3gicas.<\\\/li>\\n\n\n<li>Criar condi\\u00e7\\u00f5es e incentivos adequados para uma lideran\\u00e7a motivada e altamente empenhada. O seu papel envolve garantir a forma\\u00e7\\u00e3o de todos\\\/as os\\\/as profissionais, estabelecer objetivos, gerir recursos, ultrapassar barreiras, desenvolver trabalho intersectorial e tornar a implementa\\u00e7\\u00e3o da PW-PBS sustent\\u00e1vel. Implica, ainda, envolver os\\\/as profissionais mais jovens em cargos de lideran\\u00e7a para ajudar a desenvolver compet\\u00eancias cruciais no in\\u00edcio das suas carreiras.<\\\/li>\\n\n\n<li>Assegurar a disponibilidade de ferramentas de avalia\\u00e7\\u00e3o de qualidade, alinhadas com a abordagem da PW-PBS, para sustentar decis\\u00f5es baseadas em dados por parte da equipa d<a href=\\\"https:\\\/\\\/pbs-ecec.ese.ipp.pt\\\/login\\\/index.php\\\">e <\\\/a><u><a href=\\\"https:\\\/\\\/pbs-ecec.ese.ipp.pt\\\/login\\\/index.php\\\">lideran\\u00e7a<\\\/a><\\\/u><a href=\\\"https:\\\/\\\/pbs-ecec.ese.ipp.pt\\\/login\\\/index.php\\\">.<\\\/a><\\\/li>\\n\n\n<li>Diminuir o peso do papel burocr\\u00e1tico e investir no papel pedag\\u00f3gico; os\\\/as l\\u00edderes devem ser mobilizadores\\\/as da mudan\\u00e7a e criadores\\\/as de novas solu\\u00e7\\u00f5es para os desafios enfrentados pelas equipas de educa\\u00e7\\u00e3o pr\\u00e9-escolar.<\\\/li>\\n<\\\/ul>\\n\n\n<p>A equipa de lideran\\u00e7a orienta eficazmente os\\\/as profissionais e outros\\\/as intervenientes durante a implementa\\u00e7\\u00e3o e avalia\\u00e7\\u00e3o da PW-PBS<\\\/p>\\n\n\n<ul>\\n\n\n<li>Apoiar um esp\\u00edrito de confian\\u00e7a, sem ju\\u00edzos de valor e de colabora\\u00e7\\u00e3o entre todos\\\/as os\\\/as profissionais.<\\\/li>\\n\n\n<li>Garantir a participa\\u00e7\\u00e3o de todos os membros da equipa, independentemente das suas fun\\u00e7\\u00f5es.<\\\/li>\\n\n\n<li>Proporcionar desenvolvimento profissional cont\\u00ednuo, forma\\u00e7\\u00e3o e recursos aos\\\/\\u00e0s profissionais, promovendo uma compreens\\u00e3o partilhada dos princ\\u00edpios, estrat\\u00e9gias e pr\\u00e1ticas da PW-PBS.<\\\/li>\\n\n\n<li>Permitir a flexibilidade na escolha da composi\\u00e7\\u00e3o das equipas de educa\\u00e7\\u00e3o pr\\u00e9-escolar (particularmente em jardins de inf\\u00e2ncia de pequena escala) e estar aberto a estruturas de lideran\\u00e7a alternativas e de menor dimens\\u00e3o.<\\\/li>\\n\n\n<li>Desenvolver estrat\\u00e9gias, como programas de mentoria, oportunidades de desenvolvimento profissional guiado e processos de tomada de decis\\u00e3o em colabora\\u00e7\\u00e3o, que possam promover o desenvolvimento de compet\\u00eancias de lideran\\u00e7a nos jardins de inf\\u00e2ncia.<\\\/li>\\n<\\\/ul>\\n\n\n<p><strong>Quais s\\u00e3o os benef\\u00edcios e o impacto esperados?<\\\/strong><\\\/p>\\n\n\n<ul>\\n\n\n<li>As equipas de lideran\\u00e7a funcionam como uma ponte importante entre os\\\/as intervenientes, garantindo que todos\\\/as os\\\/as envolvidos\\\/as na comunidade de educa\\u00e7\\u00e3o pr\\u00e9-escolar est\\u00e3o alinhados\\\/as na promo\\u00e7\\u00e3o do crescimento socioemocional e na promo\\u00e7\\u00e3o de um ambiente de aprendizagem seguro, solid\\u00e1rio e inclusivo. Os\\\/as l\\u00edderes influenciam as pr\\u00e1ticas pedag\\u00f3gicas e centram-se nos resultados positivos das crian\\u00e7as no que diz respeito \\u00e0 aprendizagem socioemocional e \\u00e0 preven\\u00e7\\u00e3o de comportamentos desafiantes.<\\\/li>\\n\n\n<li>Uma lideran\\u00e7a eficaz ajuda a criar um ambiente onde cada crian\\u00e7a tem a oportunidade de prosperar emocional, social e academicamente - este esfor\\u00e7o implica o desenvolvimento intencional de uma vis\\u00e3o partilhada entre os\\\/as principais intervenientes na implementa\\u00e7\\u00e3o da PW-PBS.<\\\/li>\\n\n\n<li>Os\\\/As l\\u00edderes criam um ambiente organizacional positivo, apoiando e motivando todos\\\/as os\\\/as profissionais e cocriando mecanismos de colabora\\u00e7\\u00e3o para envolver as fam\\u00edlias e a comunidade.<\\\/li>\\n\n\n<li>Os\\\/As l\\u00edderes proporcionam orienta\\u00e7\\u00e3o espec\\u00edfica e avalia\\u00e7\\u00e3o cont\\u00ednua da implementa\\u00e7\\u00e3o da PW-PBS. Isto promove uma implementa\\u00e7\\u00e3o realista e vi\\u00e1vel, conduzindo a uma maior efic\\u00e1cia do programa e a resultados comportamentais positivos para as crian\\u00e7as.<\\\/li>\\n\n\n<li>Os\\\/As l\\u00edderes eficazes permitem a partilha de recursos, melhores pr\\u00e1ticas e apoio, conduzindo, por sua vez, a uma implementa\\u00e7\\u00e3o mais sustent\\u00e1vel dos programas da PW-PBS.<\\\/li>\\n<\\\/ul>\\n\n\n<p><strong>Que pr\\u00e1ticas indicam o caminho a seguir?<\\\/strong><\\\/p>\\n\n\n<p>Lideran\\u00e7a baseada em <u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/12\\\/R3_Impact-report_PT_Final.pdf\\\">dados<\\\/a><\\\/u><\\\/p>\\n\n\n<p>Como resultado da forma\\u00e7\\u00e3o da PBS-ECEC e da implementa\\u00e7\\u00e3o da componente da PW-PBS relacionada com a tomada de decis\\u00e3o baseada em dados, a equipa de lideran\\u00e7a de um jardim de inf\\u00e2ncia participante em Portugal desenvolveu uma ferramenta partilhada para as profissionais comunicarem incidentes. Este instrumento foi considerado necess\\u00e1rio porque as profissionais normalmente comentavam os incidentes, mas raramente os registavam. Este instrumento inclui elementos como a data\\\/hora, a descri\\u00e7\\u00e3o do incidente, o local, os\\\/as intervenientes, a profissional respons\\u00e1vel por lidar com a situa\\u00e7\\u00e3o e outras observa\\u00e7\\u00f5es. Todas as profissionais poderiam utilizar este instrumento para relatar acontecimentos do quotidiano que fossem problem\\u00e1ticos, desafiantes ou que perturbassem de alguma forma a sua rotina normal. Ao analisar os dados proporcionados por esta nova ferramenta, a equipa de lideran\\u00e7a discutiu com as profissionais os padr\\u00f5es que surgiram e que se tornaram claros: a maior parte das dificuldades sentidas e dos problemas relatados ocorreram nos per\\u00edodos de transi\\u00e7\\u00e3o. A clareza fornecida pelos dados serviu de base \\u00e0s decis\\u00f5es da equipa relativamente a v\\u00e1rias estrat\\u00e9gias de interven\\u00e7\\u00e3o, que foram orientadas pela equipa de lideran\\u00e7a. Posteriormente, a equipa de lideran\\u00e7a avaliou a efic\\u00e1cia das estrat\\u00e9gias e implementou os ajustamentos necess\\u00e1rios, em colabora\\u00e7\\u00e3o com toda a equipa, para atingir os objetivos e reduzir a incid\\u00eancia de comportamentos desafiantes que ocorrem durante os per\\u00edodos de transi\\u00e7\\u00e3o.<\\\/p>\\n\n\n<p>Atenua\\u00e7\\u00e3o dos obst\\u00e1culos<\\\/p>\\n\n\n<p>Na Irlanda, durante a implementa\\u00e7\\u00e3o da PBS-ECEC, as equipas de lideran\\u00e7a eram constitu\\u00eddas por um pequeno n\\u00famero de membros do staff. Em alguns casos, apenas um membro do staff (geralmente o propriet\\u00e1rio ou o diretor do jardim de inf\\u00e2ncia) constitu\\u00eda a \\\"equipa de lideran\\u00e7a\\\" em nome do jardim de inf\\u00e2ncia. Embora a escassez de pessoal no setor da educa\\u00e7\\u00e3o pr\\u00e9-escolar na Irlanda seja um problema, alguns jardins de inf\\u00e2ncia funcionam a uma escala muito pequena, pelo que, para se adaptarem, alguns deles optaram por equipas de lideran\\u00e7a de menor dimens\\u00e3o.<\\\/p>\\n\n\n<p><strong>Evid\\u00eancias e Recursos de Apoio\\u00a0<\\\/strong><\\\/p>\\n\n\n<p><strong>Recursos-Chave<\\\/strong><\\\/p>\\n\n\n<p>Needs assessment in four countries\\u00a0<\\\/p>\\n\n\n<p>Krousorati, K., Grammatikopoulos, V., Agathokleous, A., Michaelidou, V., Szproch, A., O'Brien, M., Barros, S., Ara\\u00fajo, S., Santos, M., &amp; Sousa, M. (2023). PBS\\u2013ECEC transnational consolidated report: Research findings for developing the guide on Positive Behaviour Support in early childhood education and care.\\u00a0 <u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">https:\\\/\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">ECEC.eu\\\/wp<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">-<\\\/a><\\\/u><u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">content\\\/uploads\\\/documents\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/documents\\\/PBS-ECEC_NeedsAssessment_Consolidated_report_EN.pdf\\\">ECEC_NeedsAssessment_Consolidated_report_EN.pdf<\\\/a><\\\/u> \\u00a0\\u00a0<\\\/p>\\n\n\n<p>A Guide for using PW-PBS in ECEC<\\\/p>\\n\n\n<p>Krousorati, K., Grammatikopoulos, V., Agathokleous, A., Michaelidou, V., Szproch, A., O'Brien, M., Ara\\u00fajo, S., Santos, M., Sousa, M., &amp; Barros, S. (2023). PBS\\u2013ECEC guide on Positive Behaviour Support in early childhood and care in European countries. <u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">https:\\\/\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">ECEC.eu\\\/wp<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">-<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">content\\\/uploads\\\/outputs\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/outputs\\\/PBS-ECEC_Guide_EN.pdf\\\">ECEC_Guide_EN.pdf<\\\/a><\\\/u> \\u00a0<\\\/p>\\n\n\n<p>PBS-ECEC online modules<\\\/p>\\n\n\n<p>PBS\\u2013ECEC Consortium (n.d.). Implementing Positive Behaviour Support in early childhood education and care [MOOC]. <u><a href=\\\"https:\\\/\\\/pbs-ecec.ese.ipp.pt\\\/login\\\/index.php\\\">https:\\\/\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.ese.ipp.pt\\\/login\\\/index.php\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.ese.ipp.pt\\\/login\\\/index.php\\\">ECEC.ese.ipp.pt\\\/login\\\/index.php<\\\/a><\\\/u><\\\/p>\\n\n\n<p>Impact assessment study &amp; recommendations<\\\/p>\\n\n\n<p>Szproch, A., O\\u2019Brien, M., Ara\\u00fajo, A., Santos, M., Oliveira, V., Barros, S., Otero-Mayer, A., Michaelidou, V., Agathokleous, A., Krousorati, K., &amp; Grammatikopoulos, V. (2023). Report of the PBS\\u2013ECEC impact assessment study and practice recommendations. Result 3: Transnational Report.\\u00a0 <u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">https:\\\/\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">ECEC.eu\\\/wp<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">-<\\\/a><\\\/u><u><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">content\\\/uploads\\\/2023\\\/10\\\/PBS<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">\\u2013<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">ECEC_R3_Consolidated<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">-<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">Report<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">-<\\\/a><a href=\\\"https:\\\/\\\/pbs-ecec.eu\\\/wp-content\\\/uploads\\\/2023\\\/10\\\/PBS-ECEC_R3_Consolidated-Report-Final.pdf\\\">Final.pdf<\\\/a><\\\/u><\\\/p>\\n\n\n<p><strong>Recursos Complementares<\\\/strong><\\\/p>\\n\n\n<p>Charalambous, V., Stalikas, A., &amp; Vrasidas, C. (2021, July 13 - 16). The design and implementation of a program to enhance teachers\\u2019 wellbeing [Paper presentation]. 42nd Annual Conference of the International School Psychology Association, ISPA 2021, Nicosia, Cyprus.\\u00a0\\u00a0<\\\/p>\\n\n\n<p>Douglas, A. L. (2019). Leadership for Quality Early Childhood Education and Care. OECD Education Working Paper, n. \\u00ba 211. OECD iLibrary. <u><a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/6e563bae-en\\\">https:\\\/\\\/doi.org\\\/10.1787\\\/6e563bae<\\\/a><a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/6e563bae-en\\\">-<\\\/a><a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/6e563bae-en\\\">en<\\\/a><\\\/u> \\u00a0\\u00a0\\u00a0<\\\/p>\\n\n\n<p>European Commission (2014). Proposal for key principles of a quality framework for early childhood education and care. Report of the working group on early childhood education and care under the auspices of the European Commission. European Commission. <u><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">https:\\\/\\\/www.value<\\\/a><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">ecec.eu\\\/wp<\\\/a><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">content\\\/uploads\\\/2019\\\/11\\\/ecec<\\\/a><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">quality<\\\/a><\\\/u><u><a href=\\\"https:\\\/\\\/www.value-ecec.eu\\\/wp-content\\\/uploads\\\/2019\\\/11\\\/ecec-quality-framework_en.pdf\\\">framework_en.pdf<\\\/a><\\\/u> \\u00a0\\u00a0<\\\/p>\\n\n\n<p>OECD (2019). Providing quality early childhood education and care: Results from the Starting Strong Survey 2018.<\\\/p>\\n\n\n<p>OECD Publishing. <u><a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/301005d1-en\\\">https:\\\/\\\/doi.org\\\/10.1787\\\/301005d1<\\\/a><a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/301005d1-en\\\">-<\\\/a><a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/301005d1-en\\\">en<\\\/a><\\\/u> \\u00a0\\u00a0\\u00a0<\\\/p>\\n\n\n<p>OECD (2020). Building a high-quality early childhood education and care workforce: Further results from the Starting Strong Survey 2018. OECD Publishing. <u><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">a<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">high<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">quality<\\\/a><\\\/u><u><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">early<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">childhood<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">education<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">and<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">care<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">workforce<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">b90bba3d<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">-<\\\/a><a href=\\\"https:\\\/\\\/www.oecd.org\\\/education\\\/talis\\\/building-a-high-quality-early-childhood-education-and-care-workforce-b90bba3d-en.htm\\\">en.htm<\\\/a><\\\/u><\\\/p>\"}},{\"type\":\"button\",\"props\":{\"grid_column_gap\":\"small\",\"grid_row_gap\":\"small\",\"margin\":\"default\"},\"children\":[{\"type\":\"button_item\",\"props\":{\"button_style\":\"default\",\"icon_align\":\"left\",\"content\":\"Voltar \\u00e0s sa\\u00eddas\",\"link\":\"pt-pt\\\/outputs\\\/\"}}]}]}]}]}],\"version\":\"2.7.22\"} --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>As equipas de lideran\u00e7a desempenham um papel central na coordena\u00e7\u00e3o, orienta\u00e7\u00e3o e apoio \u00e0s equipas de educa\u00e7\u00e3o pr\u00e9-escolar em todas as fases da implementa\u00e7\u00e3o 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