{"title":"Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children's Disruptive Behavior.","authors":"Xavier Elzie, Jason Downer","doi":"10.1080/10409289.2024.2436827","DOIUrl":"https://doi.org/10.1080/10409289.2024.2436827","url":null,"abstract":"<p><p>Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitudinally examine the bi-directional relationship between teachers' emotional exhaustion and children's disruptive classroom behaviors, and 2) examine the degree to which teachers' classroom interactions (i.e., emotional support, instructional support, and classroom organization) mediate this longitudinal and potentially bi-directional relationship. 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers' emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers' emotional exhaustion was linked to children's disruptive classroom behavior and classroom disruptive behaviors were linked with teachers' emotional support and classroom organization. These findings underscore the importance of supporting teachers' well-being to promote children's classroom behaviors and maintain effective teacher classroom interactions.</p>","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"36 4","pages":"793-817"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143987265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What Drives Early Childhood Providers to Increase Quality? Using Expectancy-Value Theory to Understand Providers’ Motivations and Challenges in Quality Rating and Improvement Systems","authors":"Eun Hur, Beth Boyle, Katherine Ardeleanu, Lieny Jeon, Isabella Bubier","doi":"10.1080/10409289.2024.2404824","DOIUrl":"https://doi.org/10.1080/10409289.2024.2404824","url":null,"abstract":"Research Findings: Quality Rating and Improvement Systems (QRIS) are operated with an assumption that early childhood education (ECE) providers will participate and increase quality to get more rec...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"202 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intergenerational Pathways Linking Mothers’ Childhood Traumatic Experiences and Preschoolers’ Prosocial Behaviors","authors":"Qianwen Liu, Zhenhong Wang","doi":"10.1080/10409289.2024.2404820","DOIUrl":"https://doi.org/10.1080/10409289.2024.2404820","url":null,"abstract":"Research Findings: The present study investigated the potential mediating role of maternal parenting in the intergenerational effects of maternal childhood traumatic experiences (CTEs) on prosocial...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"46 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heli Muhonen, Mimmu Sulkanen, Maarit Alasuutari, Marja-Kristiina Lerkkanen
{"title":"Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland","authors":"Heli Muhonen, Mimmu Sulkanen, Maarit Alasuutari, Marja-Kristiina Lerkkanen","doi":"10.1080/10409289.2024.2404823","DOIUrl":"https://doi.org/10.1080/10409289.2024.2404823","url":null,"abstract":"Research Findings: This study investigated early childhood education and care (ECEC) teachers’ experiences of occupational well-being during a two-year pre-primary education trial in Finland. Profi...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"51 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Is Temperament Associated with Academic School Readiness in Children Born Very Preterm?","authors":"Leanne Tamm, James L. Peugh, Nehal A. Parikh","doi":"10.1080/10409289.2024.2404821","DOIUrl":"https://doi.org/10.1080/10409289.2024.2404821","url":null,"abstract":"Research Findings: Temperament, which can be assessed as early as 3 months, is associated with school readiness and later academic achievement in children born full term. Although children born pre...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"11 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Simone E. Halliday, Franziska M. Dahinden, Tina Hascher
{"title":"Prosocial Behavior in Early Childhood Across Boys and Girls: Associations Among Parent- and Teacher-Report and Child Behavior on the Dictator Game","authors":"Simone E. Halliday, Franziska M. Dahinden, Tina Hascher","doi":"10.1080/10409289.2024.2389370","DOIUrl":"https://doi.org/10.1080/10409289.2024.2389370","url":null,"abstract":"Research Findings: Prosocial behavior in early childhood can be assessed by various informants and methodologies, but the information each provides may differ in meaningful ways. The present study ...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"6 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katherine E. Frye, Elizabeth J. Garis, Ted O. Myers, A. Corinne Huggins-Manley, Tina M. Smith-Bonahue, Kristen M. Kemple, LeAnna Kehl
{"title":"Reliability and Validity Evidence for an Adapted Affect Knowledge Test for Preschool Children Using Rasch Theory","authors":"Katherine E. Frye, Elizabeth J. Garis, Ted O. Myers, A. Corinne Huggins-Manley, Tina M. Smith-Bonahue, Kristen M. Kemple, LeAnna Kehl","doi":"10.1080/10409289.2024.2389369","DOIUrl":"https://doi.org/10.1080/10409289.2024.2389369","url":null,"abstract":"Research Findings: Emotion knowledge is one facet of social and emotional learning (SEL) that emerges in early childhood. Various interventions and measures target preschoolers’ emotional skills to...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"7 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Caregivers’ Social Conformity Predicts Their Judgments of Toddlers’ Moral Agency","authors":"Samuel Essler, Markus Paulus","doi":"10.1080/10409289.2024.2389366","DOIUrl":"https://doi.org/10.1080/10409289.2024.2389366","url":null,"abstract":"Research Findings: Social constructivist theories have proposed that caregivers’ perceptions of children as morally responsible agents are an important factor in children’s moral development. Howev...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"40 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniela Avelar, Adriana Weisleder, Roberta Michnick Golinkoff
{"title":"Hispanic Parents’ Beliefs and Practices During Shared Reading in English and Spanish","authors":"Daniela Avelar, Adriana Weisleder, Roberta Michnick Golinkoff","doi":"10.1080/10409289.2024.2389368","DOIUrl":"https://doi.org/10.1080/10409289.2024.2389368","url":null,"abstract":"Research Findings: Shared book reading is important for children’s early literacy development. Although there is an increasing number of dual language learners, few studies have examined families’ ...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"191 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141915263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What About the Influence of Outdoor Quality on Preschoolers’ Cognitive and Social Skills?","authors":"Blenda Luize Chor Rodrigues, Linda L. Hestenes","doi":"10.1080/10409289.2024.2389364","DOIUrl":"https://doi.org/10.1080/10409289.2024.2389364","url":null,"abstract":"Research Findings: Outdoor environments have recently become part of the early childhood quality puzzle, which has long been important to trace relationships between children’s experiences in child...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"5 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141915241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}