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The quality of early childhood experiences is crucial to a child's development and educational success. Yet few early childhood education and care services in the world today offer a consistently high level of educational quality. In particular, educational quality depends on the context's characteristics. The aim of this study was therefore to measure and compare the educational quality experienced in two distinct educational contexts, located in Quebec: early childhood centres and 4-year-old preschools. Results of the study indicate that there are very few significant differences between these two educational contexts in terms of interaction quality and pedagogical orientations quality, while variables related to structural quality vary greatly. Correlational and regression analyses carried out separately on each educational context show that few variables are predictive of interaction quality levels, suggesting that other variables, notably related to pedagogical orientations quality, would better explain variations in adult-child interactions predictive of child development. These results have implications for initial training curriculum aimed towards adults working in early childcare and for future directions in research on educational quality, including rethinking the importance of pedagogical orientations and structures in the ecosystemic model of quality.

Ki67 has potential clinical importance in breast cancer but has yet to see broad acceptance due to inter-laboratory variability. Here we tested an open source and calibrated automated digital image analysis (DIA) platform to: (i) investigate the comparability of Ki67 measurement across corresponding core biopsy and resection specimen cases, and (ii) assess section to section differences in Ki67 scoring. Two sets of 60 previously stained slides containing 30 core-cut biopsy and 30 corresponding resection specimens from 30 estrogen receptor-positive breast cancer patients were sent to 17 participating labs for automated assessment of average Ki67 expression. The blocks were centrally cut and immunohistochemically (IHC) stained for Ki67 (MIB-1 antibody). The QuPath platform was used to evaluate tumoral Ki67 expression. Calibration of the DIA method was performed as in published studies. A guideline for building an automated Ki67 scoring algorithm was sent to participating labs. Very high correlation and no systematic error (p = 0.08) was found between consecutive Ki67 IHC sections. Ki67 scores were higher for core biopsy slides compared to paired whole sections from resections (p ≤ 0.001; median difference: 5.31%). The systematic discrepancy between core biopsy and corresponding whole sections was likely due to pre-analytical factors (tissue handling, fixation). Therefore, Ki67 IHC should be tested on core biopsy samples to best reflect the biological status of the tumor.

Photon absorption remote sensing (PARS) is a new laser-based microscope technique that permits cellular-level resolution of unstained fresh, frozen, and fixed tissues. Our objective was to determine whether PARS could provide an image quality sufficient for the diagnostic assessment of breast cancer needle core biopsies (NCB). We PARS imaged and virtually H&E stained seven independent unstained formalin-fixed paraffin-embedded breast NCB sections. These identical tissue sections were subsequently stained with standard H&E and digitally scanned. Both the 40× PARS and H&E whole-slide images were assessed by seven breast cancer pathologists, masked to the origin of the images. A concordance analysis was performed to quantify the diagnostic performances of standard H&E and PARS virtual H&E. The PARS images were deemed to be of diagnostic quality, and pathologists were unable to distinguish the image origin, above that expected by chance. The diagnostic concordance on cancer vs. benign was high between PARS and conventional H&E (98% agreement) and there was complete agreement for within-PARS images. Similarly, agreement was substantial (kappa > 0.6) for specific cancer subtypes. PARS virtual H&E inter-rater reliability was broadly consistent with the published literature on diagnostic performance of conventional histology NCBs across all tested histologic features. PARS was able to image unstained tissues slides that were diagnostically equivalent to conventional H&E. Due to its ability to non-destructively image fixed and fresh tissues, and the suitability of the PARS output for artificial intelligence assistance in diagnosis, this technology has the potential to improve the speed and accuracy of breast cancer diagnosis.

This study examined the longitudinal evolution of 3 to 5 year old children's level of engagement in Quebec's early childcare centres. A latent transition analysis was conducted on child engagement measured by the inCLASS. Results revealed three engagement profiles at ages 3 and 5: (1) low engagement profile; (2) low- medium engagement profile; (3) medium engagement profile, suggesting a generally positive but low engagement. The study also identified that over 80% of children, regardless of profile at age 3, transition to the medium engagement profile by age 5. Various predictor variables were explored to explain this transition with socioeconomic context of the child's family at age 5 found to be the sole predictive variable, suggesting a strong impact of family context on children's engagement. This suggests that engagement is a distinct construct from the wider educational quality concept, modulated by child-specific characteristics. Implications for research and educational practice are discussed.

This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency childcare services" available to parents considered to be essential workers. Therefore, few children attended, and most educators worked remotely. In May 2020, 372 educators completed an online questionnaire regarding their emotional state, challenges, and learning opportunities. Results indicate that half of the respondents reported a decrease in their level of well-being at work and an increase in their stress level. Educators working remotely were more likely to report a lower level of stress than when working with children at daycare (36.1% vs 19.7%). Despite these findings, educators estimated that the parents who used their emergency childcare service presented either high (37.7%) or average (32.2%) levels of wellbeing. The factors that educators identified as facilitating their interactions with families included parental recognition of their work (11.68%) and direct contact with them (12.62%). While many tasks accomplished at home were done for the first time during this period (i.e., creating video capsules for children and parents, virtual meetings with children and colleagues), a large majority of respondents reported that these tasks made them feel useful. Working at their own pace (34.7%) was seen as the principal advantage of remote working. Finally, 28.84% mentioned that the reduced ratio (1:2 or 1:3) was a facilitating factor that they would like to maintain during the upcoming reopening phase. The discussion uses the Job Demands and Resources theoretical framework (Bakker and Demerouti in Wellbeing 3(2):1-28, 2014; Dicke et al. in J Occupat Health Psychol 23(2): 262-277, 2017) to explain the educators' work-related demands and emotional state in both remote and CPE working pandemic contexts. In conclusion, we argued that this pandemic reveals the complexity, but also the essential nature of the work of early childhood educators, in particular by identifying their needs for support and recognition essential to their professional commitment.

IntroductionThis research focuses on the influence of familial affective characteristics on family literacy practices and children’s reading abilities. Parenting stress and educational practices were two affective characteristics of interest. Parenting stress is defined as a state of psychological discomfort specifically associated with the education of a child whereas educational practices are defined as various means the parent uses to educate and socialize the child.MethodsA sample of 154 grade 1 children allowed for a correlational analysis between parenting stress, educational practices, the frequency of family reading activities, the diversity of literacy material available and the type of child-parent exchange (alphabet-focus or story-focus). Regression analyses were conducted to develop a model predicting reading abilities.ResultsThree result outcomes are of interest for the field of reading development. First, our study establishes relations between educational practices and certain aspects of family literacy: diversity of supports, frequency of exchanges, and type of child-parent exchange and it suggests that parental engagement plays a significant role in various aspects related to at-home discussions about books. Second, our regression analysis highlights evidence that parenting stress is an explanatory factor directly linked to the child’s reading abilities. Therefore, our findings add reading abilities to the list of developmental aspects that is affected by parenting stress. Finally, the results show that, when parenting stress and educational practices are integrated in the predictive model, the story-focus exchanges remain predictive of reading abilities but not the alphabet-focus exchanges.DiscussionOur findings confirm that the benefit of parent–child exchange on reading abilities is dependent of conditions of the family environment in which these activities occur. These findings also lead us to question the value of making alphabet-focus exchanges, the cornerstone of some literacy programs in family settings. Our findings call for caution when implementing such programs in family context. In fact, activities involving conversation about the meaning of a text or the links between the text and the child’s everyday reality represent the only activities, in our study, that had a beneficial effect on reading abilities while remaining permeable to parenting stress.

Introduction: In neonatology, multiple pregnancies are common. Unfortunately, it is not rare for one baby to die. Communication with parents in these circumstances has been demonstrated to be sub-optimal. Methods: Two educational programs were evaluated with pre- and post-course surveys, questionnaires administered to participants, and audits. Results: In the online Butterfly project (UK; n = 734 participants), all participants reported that the training exceeded or met their expectations, 97% reported they learned new skills, and 48% had already applied them. Participants expressed gratitude in their open-ended answers: “I feel a lot more confident in supporting parents in this situation”. In the Ribbon project (workshop for neonatal clinicians, Quebec; n = 242), 97% were satisfied with the training and reported feeling more comfortable caring for bereaved parents. Knowledge improved pre–post training. Audits revealed that 100% of cases were identified on the incubator and the baby’s/babies’ admission card, all changed rooms after the death of their co-twin/triplet, and all had the name of their co-twin/triplet on the discharge summary. All clinicians (55) knew what the ribbon symbol meant when asked during surprise audits at the bedside. Conclusion: Different educational strategies to optimize communication with families after the perinatal loss of a co-twin are appreciated and have a positive impact.

Estrogen is thought to cause proliferation of all estrogen receptor positive (ER+) breast cancers. Paradoxically, in the Women's Health Initiative Trial, estrogen-only hormone replacement therapy reduced the incidence and mortality of low grade, ER+, HER2- breast cancer. We gave estradiol to 19 post-menopausal women with newly diagnosed low-grade, ER+, HER2- breast cancer in a prospective window of opportunity clinical trial and examined the changes in proliferation and gene expression before and after estradiol treatment. Ki67 decreased in 13/19 (68%) patients and 8/13 (62%) showed a decrease in Risk of Recurrence Score. We chose three prototypical estrogen responders (greatest decrease in ROR) and non-responders (no/minimal change in ROR) and applied a differential gene expression analysis to develop pre-treatment (PRESTO-30core) and post-treatment (PRESTO-45surg) gene expression profiles. The PRESTO-30core predicted adjuvant benefit in a published series of tamoxifen, the partial estrogen agonist. Of the 45 genes in the PRESTO-45surg, thirty contain the Cell cycle genes Homology Region (CHR) motif that binds the class B multi-vulva complex (MuvB) a member of the DREAM (Dimerization partner, retinoblastoma-like proteins, E2F, MuvB) complex responsible for reversible cell cycle arrest or quiescence. There was also near uniform suppression (89%) of the remaining DREAM genes consistent with estrogen induced activation of the DREAM complex to mediate cell cycle block after a short course of estrogens. To our knowledge, this is the first report to show estrogen modulation of DREAM genes and suggest involvement of DREAM pathway associated quiescence in endocrine responsive post-menopausal ER+ breast cancers.

Les services de garde éducatifs à l’enfance (SGÉE) jouent un rôle déterminant sur le développement des enfants (OCDE, 2019). Toutefois l’état des connaissances est plus limité concernant les enfants de 0 à 3 ans. Il apparait donc pertinent d’étudier la qualité éducative leur étant offerte. Comme l’approche piklérienne s’intéresse aux enfants de 0 à 3 ans et qu’elle est adoptée par des SGÉE du Québec, cet article présente une revue ciblée de la littérature au sujet de cette approche pédagogique. Trois thèmes d’étude en ressortent : la qualité des interactions, les connaissances, perceptions et croyances des éducatrices, et la relation privilégiée entre l’éducatrice et l’enfant. Bien que ces études abordent de façon parcellaire la qualité éducative, les résultats permettent de croire que certains éléments pourraient contribuer à rehausser la qualité éducative en SGÉE. Toutefois, des études plus approfondies de la qualité éducative dans le contexte de cette approche pédagogique s’avèrent essentielles.

The objective of this longitudinal study was to examine the relationship between screen time (ST) and children's motor proficiency. The amount of time 113 children spent watching television, using a computer, and playing video games as reported by parents at ages 4, 5, and 7 was measured and children's motor skills were evaluated at age 7 with the short version of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition. The results revealed that children who spent more time in front of a screen at age 4 also do so at ages 5 and 7. A negative relationship was observed between ST at ages 4, 5, and 7 and motor proficiency at age 7. Mediation analysis suggested that the negative effect of ST at age 4 on motor competence was mediated by ST at age 7. This result emphasizes the adverse influence of ST stability on motor proficiency.

Introduction Little is known regarding associations between potentially modifiable lifestyle habits and early markers of cardiovascular disease (CVD) in pediatric type 1 diabetes (T1D), hindering early prevention efforts. Specific objectives are: (1) compare established risk factors (dyslipidemia, hypertension) with novel early markers for CVD (cardiac phenotype, aortic distensibility, endothelial function) in adolescents with T1D and healthy age-matched and sex-matched controls; (2) examine associations between these novel early markers with: (i) lifestyle habits; (ii) adipokines and measures of inflammation; and (iii) markers of oxidative stress among adolescents with T1D and controls, and determine group differences in these associations; (3) explore, across both groups, associations between CVD markers and residential neighbourhood features.Methods and analyses Using a cross-sectional design, we will compare 100 participants aged 14–18 years with T1D to 100 healthy controls. Measures include: anthropometrics; stage of sexual maturity (Tanner stages); physical activity (7-day accelerometry); sleep and sedentary behaviour (self-report and accelerometry); fitness (peak oxygen consumption); and dietary intake (three non-consecutive 24- hour dietary recalls). Repeated measures of blood pressure will be obtained. Lipid profiles will be determined after a 12- hour fast. Cardiac structure/function: non-contrast cardiac magnetic resonance imaging (CMR) images will evaluate volume, mass, systolic and diastolic function and myocardial fibrosis. Aortic distensibility will be determined by pulse wave velocity with elasticity and resistance studies at the central aorta. Endothelial function will be determined by flow-mediated dilation. Inflammatory markers include plasma leptin, adiponectin, tumour necrosis factor alpha (TNF-α), type I and type II TNF-α soluble receptors and interleukin-6 concentrations. Measures of endogenous antioxidants include manganese superoxide dismutase, glutathione peroxidase and glutathione in blood. Neighbourhood features include built and social environment indicators and air quality.Ethics and dissemination This study was approved by the Sainte-Justine Hospital Research Ethics Board. Written informed assent and consent will be obtained from participants and their parents.Trial registration number NCT04304729.

Abstract Background Powered wheelchair (PW) driving is a complex activity and requires the acquisition of several skills. Given the risks involved with PW use, safe and effective training methods are needed. Virtual reality training allows users to practice difficult tasks in a safe environment. An additional benefit is that augmented feedback can be provided to optimize learning. The purpose of this study was to investigate whether providing augmented feedback during powered wheelchair simulator training results in superior performance, and whether skills learned in a virtual environment transfer to real PW driving. Methods Forty healthy young adults were randomly allocated to two groups: one received augmented feedback during simulator training while the control group received no augmented feedback. PW driving performance was assessed at baseline in both the real and virtual environment (RE and VE), after training in VE and two days later in VE and RE (retention and transfer tests). Results Both groups showed significantly better task completion time and number of collisions in the VE after training and these results were maintained two days later. The transfer test indicated better performance in the RE compared to baseline for both groups. Because time and collisions interact, a post-hoc 2D Kolmogonov-Smirnov test was used to investigate the differences in the speed-accuracy distributions for each group; a significant difference was found for the group receiving augmented feedback, before and after training, whereas the difference was not significant for the control group. There were no differences at the retention test, suggesting that augmented feedback was most effective during and immediately after training. Conclusions PW simulator training is effective in improving task completion time and number of collisions. A small effect of augmented feedback was seen when looking at differences in the speed-accuracy distributions, highlighting the importance of accounting for the speed-accuracy tradeoff for PW driving.

En contexte d’éducation préscolaire, l’engagement de l’enfant dans les différentes activités d’apprentissage proposées en classe joue un rôle déterminant dans sa réussite éducative. Reconnu comme un construit multidimensionnel, l’engagement a fait l’objet d’études qui offrent des perspectives variées quant à sa définition et à sa conceptualisation. Le présent article dresse un portrait de l’engagement en éducation, souvent étudié à l’école primaire, tout en cernant certaines recherches propres à l’éducation préscolaire. Une synthèse des définitions de l’engagement sera tout d’abord présentée. Également seront abordés deux modèles théoriques de l’engagement. Finalement, l’engagement sera exploré en fonction des études et de la mesure de l’engagement à l’éducation préscolaire.

Introduction: Patients with hormone receptor (HR)-positive, human epidermal growth factor receptor-2 (HER2)-negative, node negative (NN) breast cancer may be offered a gene expression profiling (GEP) test to determine recurrence risk and benefit of adjuvant chemotherapy. We developed a clinical-pathologic (CP) model to predict genomic recurrence risk and examined its performance characteristics. Methods: Patients diagnosed with HR-positive, HER2-negative, NN breast cancer with a tumour size < 30 mm and who underwent a GEP test [OncotypeDX or Prosigna] in Alberta from October 2017 through March 2019 were identified. Patients were classified as low or high genomic risk. Multivariable logistic regression analysis was performed to examine the associations of CP factors with genomic risk. A CP model was developed using coefficients of regression and sensitivity analyses were performed. Results: A total of 366 patients were eligible (135 were tested using OncotypeDX and 231 with Prosigna). Of these, 64 (17.5%) patients were classified as high genomic risk. On multivariable logistic regression, tumour size > 20 mm (odds ratio [OR], 3.58; 95% confidence interval [CI], 1.84–6.98; P

This paper aims to describe the quality of play as offered by early childhood educators working with four-year-olds within an educational childcare service. It also aims to identify the correlation between the quality of play support and a child's cognitive, language and socio-emotional development. Finally, it focuses on the factors associated with the quality of play support provided by educational childcare centres and the characteristics of the educators involved. The sample included 170 educators working with four-year-olds. Results show that higher quality of play are linked with higher cognitive and language development. Other factors with a positive impact on play include: group of eight children, higher educator-to-child ratios, groups with male educators and groups whose personnel have followed more than 24 hours of in-service training and who express positive feelings towards their work. The discussion addresses the significance of these findings in childcare services.

Research Framework: This quantitative comparative study uses the conceptual framework of Bronfenbrenner’s ecological model. Objectives: The study compares quality levels of adult-child interactions and structural quality (regulation, ratio, training) of early childhood education services for 3-year-olds in Quebec and France. Methodology: The study compares 41 kindergarten classes in Grenoble (France) with 40 early childhood centers (CPE) in Montreal (Canada). Educators (CPE) and teachers (Mat) were observed using the Class Assessment Scoring System for Preschool (CLASS PreK, Pianta et al., 2008). Results : The results show that Quebec’s educators obtain a significantly higher level of adult-child quality interactions compared to 3 years old children in French kindergarten in all three domains of the CLASS. Results also indicate lower quality levels of the interactions when educators/teachers, groups/classes size, and education levels are higher. Conclusion : Reducing the size of groups/classes and assuring specific training in early childhood could help improve the quality of interactions. Younger educators/teachers, who may be more aware of pedagogical approaches that promote the quality of adult-child interactions, could support the most experienced and the quality of their teaching practices. Contributions : This study highlights some concerns about Quebec’s and France’s early childhood education systems policies. The implementation conditions for 4 years of ECE services by Québec’s government should be under reflection. In France, as attendance in kindergarten is now mandatory for all 3 years old children, the conditions associated with the quality of interactions may be questioned in this context.

The present study aimed to describe and explore the influence of social support on the school engagement of young survivors of pediatric leukemia. Fifty-three young Quebecers, previously diagnosed and treated for leukemia, completed a questionnaire measuring their school engagement and participated in an interview focusing on the support offered by four groups of relations with regard to school: parents, siblings, friends, and other nonprofessional relations. The interview responses revealed that parents were perceived to be the primary source of informational and emotional support, with support also provided to a lesser extent by friends, siblings, and members of the extended family. Inferential analyses indicated that young survivors report a higher school engagement score when they perceive themselves as receiving support from a greater number of groups of relations, especially from friends or siblings.

We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS and MLTs can be predicted by external criteria collected at kindergarten and (2) to estimate the degree to which each measure might be biased by family, teacher and children's characteristics. A total of 239 children were assessed during kindergarten. At the end of the first grade, they were tested for social-emotional adjustment and academic achievement (TRS and MLTs). Results suggest that family socioeconomic status and children's school readiness at kindergarten were associated with both measures; however, the predictors accounted for significantly more variance in TRS than in MLTs. Regarding the presence of bias, results indicate that TRS seems more sensitive to children's social competence, whereas the MLTs appears to be more sensitive to pupils' anxiety.

This study examined and compared the extent to which early childhood educators' (ECEs) and home childcare providers' (HCPs) practices supported children's play. The sample included 50 ECEs and 20 HCPs in settings that care for 70 children at 18, 24, and 36 months old. At each time point, the childcare process quality was observed using the Educational Quality Observation Scales. Cross-sectional descriptive analysis revealed unsatisfactory scores on items that comprise the "Adult's practices that support children's play" subscale. The item "respects children's play" was the only exception, with scores in the satisfactory range. In addition, compared to HCPs, ECEs obtained higher scores. This study suggests that although ECEs and HCPs generally respected children's play, their interventions did not extend further to sustain play. There is a need to improve ECEs' and HCPs' practices to sustain young children's development and learning during play.

Purpose: This paper introduces the Portage Network’s Dataverse Curation Guide and the new bilingual curation framework developed to support it. Brief Description: Canadian academic institutions and national organizations have been building infrastructure, staffing, and programming to support research data management. Amidst this work, a notable gap emerged between requirements for data curation in general repositories like Dataverse and the requisite workflows and guidance materials needed by curators to meet them. In response, Portage, a national network of data experts, organized a working group to develop a Dataverse curation guide built upon the Data Curation Network’s CURATED workflow. To create a bilingual resource, the original CURATE(D) acronym was modified to CURATION—which has the same meaning in both French and English—and steps were augmented with Dataverse-specific guidance and mapped to three conceptualized levels of curation to assist curators in prioritizing curation actions. Methods: An environmental scan of relevant deposit and curation guidance materials from Canadian and international institutions identified the need for a comprehensive Dataverse Curation Guide, as most existing resources were either depositor-focused or contained only partial workflows. The resulting Guide synthesized these guidance materials into the CURATION steps and mapped actions to various theoretical levels of data repository services and levels of curation. Resources: The following documents are supplemental to the Dataverse Curation Guide: the Portage Dataverse North Metadata Best Practices Guide, the Scholars Portal Dataverse Guide, and the Data Curation Network CURATED Workflow and Data Curation Primers.

Introduction Neoadjuvant chemotherapy for breast cancer treatment is prescribed to facilitate surgery and provide confirmation of drug-sensitive disease, and the achievement of pathological complete response (pCR) predicts improved long-term outcomes. Docosahexaenoic acid (DHA) has been shown to reduce tumour growth in preclinical models when combined with chemotherapy and is known to beneficially modulate systemic immune function. The purpose of this trial is to investigate the benefit of DHA supplementation in combination with neoadjuvant chemotherapy in patients with breast cancer.Methods and analysis This is a double-blind, phase II, randomised controlled trial of 52 women prescribed neoadjuvant chemotherapy to test if DHA supplementation enhances chemotherapy efficacy. The DHA supplementation group will take 4.4 g/day DHA orally, and the placebo group will take an equal fat supplement of vegetable oil. The primary outcome will be change in Ki67 labelling index from prechemotherapy core needle biopsy to definitive surgical specimen. The secondary endpoints include assessment of (1) DHA plasma phospholipid content; (2) systemic immune cell types, plasma cytokines and inflammatory markers; (3) tumour markers for apoptosis and tumour infiltrating lymphocytes; (4) rate of pCR in breast and in axillary nodes; (5) frequency of grade 3 and 4 chemotherapy-associated toxicities; and (6) patient-perceived quality of life. The trial has 81% power to detect a significant between-group difference in Ki67 index with a two-sided t-test of less than 0.0497, and accounts for 10% dropout rate.Ethics and dissemination This study has full approval from the Health Research Ethics Board of Alberta - Cancer Committee (Protocol #: HREBA.CC-18-0381). We expect to present the findings of this study to the scientific community in peer-reviewed journals and at conferences. The results of this study will provide evidence for supplementing with DHA during neoadjuvant chemotherapy treatment for breast cancer.Trial registration number NCT03831178

El objetivo del presente estudio fue investigar la relación entre tácticas de resolución de conflictos conyugales y parentales, reportadas por las madres y por los padres, en familias con niños de 4 a 6 años. Se trata de una muestra comunitária de familias provenientes del sur de Brasil, compuesta por 300 participantes (150 mujeres y 150 hombres), de parejas heterosexuales que respondieron individualmente a los siguientes instrumentos: Cuestionario Sociodemográfico, Revised Conflict Tactics Scales (CTS2) y Parent-Child Conflict Tactics Scales (CTSPC). Por medio de análisis estadísticos que involucran un conjunto de MANOVAS, se constató que las tácticas de resolución de conflictos parentales de Disciplina No Violenta, Agresión Psicológica y Punición Corporal combinadas distinguieron con éxito los grupos de madres y padres, en lo que se refiere a la práctica de Negociación, Agresión Psicológica y Violencia Física, en la relación conyugal. Los resultados remiten al efecto spillover, indicando que la tensión de las interacciones conflictivas de la pareja transborda la relación parental.

The current study examined how parental perceptions of child care quality were related to external quality ratings and considered how parental perceptions of quality varied according to child care context (home-based or centre-based settings). Parents of 179 4-year-old children who attended child care centres (n = 141) and home-based settings (n = 38) in Montreal, Quebec, as well as their educators, participated in the study. Parents were interviewed using the Child Care Satisfaction Rating Scale, a measure of parent perception of child care quality. The home-based and centre-based child care settings were evaluated by research assistants using the Quebec Educational Quality Observation Scale. Correlational analyses revealed significant associations between global satisfaction and quality scores, as well as subscale scores for parental and observational assessments of child care quality. In addition, Chi-square analyses revealed that parental satisfaction with the parent-educator relationship and with their child's emotional well-being in child care was stronger for children in home-based settings than in centre-based care. This research provided empirical support for parents' ability to discriminate quality child care. It is argued that quality assessment should take the perspectives of multiple stakeholders into account.

The objective of this study was to examine how quantity, type, and quality of care interact in predicting externalizing and internalizing behaviors of 36-month-old children attending Quebec's educational child care from their first years of life. To do so, the authors examined two hypothesized models: (1) a mediation model where quantity, type, and structural quality of care influences children's behaviors through process quality and (2) a moderation model where process quality interacts with quantity, type, and structural quality of care in influencing children's behaviors. The results of this study were consistent with the moderation model. They suggest conditions under which several features of process quality are associated with a lower occurrence of externalizing and internalizing behaviors during an important period of behavioral development and before school entry.

This article examines the prosociality of four-year-old girls and boys in childcare centres. More specifically, it aims to measure gender differences in prosociality among children, based on three sources and methods of evaluation: (1) the early childhood educator's (ECE) perception (perceived prosociality), (2) the children's own responses to hypothetical interpersonal problem-solving situations (expressed prosociality) and (3) observation of the children's prosocial behaviour during symbolic play with a peer (observed prosociality). In line with many studies in this field, the results show that girls are perceived by their ECEs as being more prosocial than boys. However, analyses of the data on expressed prosociality and observed prosociality did not reveal a significant gender effect. These results are discussed with respect to the influence that differential perceptions based on gender have on the assessment of children's prosociality. Some possible explanations for this gender gap, particularly in educational contexts, are put forward.