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Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children's Disruptive Behavior. 课堂互动在教师情绪耗竭与儿童破坏性行为动态相互作用中的中介作用检验。
IF 2.2 3区 教育学
Early Education and Development Pub Date : 2025-01-01 Epub Date: 2024-12-10 DOI: 10.1080/10409289.2024.2436827
Xavier Elzie, Jason Downer
{"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":"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":2.2,"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}
引用次数: 0
Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education. 早期护理和教育中反思性监督专业发展系列的可行性、可接受性和初步有效性。
IF 2.2 3区 教育学
Early Education and Development Pub Date : 2025-01-01 Epub Date: 2024-11-10 DOI: 10.1080/10409289.2024.2424733
Lindsay Huffhines, Rebecca B Silver, Christine M Low, Rebecca Newland, Rachel Herman, Isai Ramirez, A Rani Elwy, Stephanie H Parade
{"title":"Feasibility, Acceptability, and Preliminary Effectiveness of a Reflective Supervision Professional Development Series Within Early Care and Education.","authors":"Lindsay Huffhines, Rebecca B Silver, Christine M Low, Rebecca Newland, Rachel Herman, Isai Ramirez, A Rani Elwy, Stephanie H Parade","doi":"10.1080/10409289.2024.2424733","DOIUrl":"10.1080/10409289.2024.2424733","url":null,"abstract":"<p><p>The positive impacts of Reflective Supervision (RS) are becoming increasingly evident. This approach may be especially important for early childhood teachers, who must deliver academic curricula and attend to children's social-emotional development while maintaining high-quality program standards in increasingly challenging environmental contexts. However, to effectively provide RS to early childhood teachers, supervisors must first be trained in this approach. This paper describes the results of one such innovative training effort using data from a statewide, community-based program evaluation and a pilot open trial in the United States. Participants (N = 83 supervisors) were offered foundational training in RS followed by monthly skill-building sessions. We used a concurrent mixed methods approach, integrating observational, survey, and interview data collected simultaneously to assess feasibility, acceptability, and preliminary effectiveness of the RS professional development series. Data integration was achieved through contiguous narrative and joint display approaches.</p><p><strong>Research findings: </strong>The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies.</p><p><strong>Practice or policy: </strong>The RS series may represent an opportunity to effectively support the early care and education workforce, and in turn, benefit children. We discuss some differences between samples that may be useful for future implementation efforts across early care and education settings.</p>","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"36 5","pages":"967-990"},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12413010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145014145","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}
引用次数: 0
What Drives Early Childhood Providers to Increase Quality? Using Expectancy-Value Theory to Understand Providers’ Motivations and Challenges in Quality Rating and Improvement Systems 是什么促使幼儿教育机构提高质量？利用期望-价值理论了解幼教机构在质量评级和改进系统中的动机和挑战
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-09-24 DOI: 10.1080/10409289.2024.2404824
Eun Hur, Beth Boyle, Katherine Ardeleanu, Lieny Jeon, Isabella Bubier
{"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}
引用次数: 0
Intergenerational Pathways Linking Mothers’ Childhood Traumatic Experiences and Preschoolers’ Prosocial Behaviors 将母亲的童年创伤经历与学龄前儿童的亲社会行为联系起来的代际路径
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-09-18 DOI: 10.1080/10409289.2024.2404820
Qianwen Liu, Zhenhong Wang
{"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}
引用次数: 0
Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland 赋权、紧张或稳定：芬兰教师在两年学前教育试验期间的职业幸福感体验
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-09-18 DOI: 10.1080/10409289.2024.2404823
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}
引用次数: 0
Is Temperament Associated with Academic School Readiness in Children Born Very Preterm? 早产儿的性情是否与学业入学准备有关？
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-09-16 DOI: 10.1080/10409289.2024.2404821
Leanne Tamm, James L. Peugh, Nehal A. Parikh
{"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}
引用次数: 0
Prosocial Behavior in Early Childhood Across Boys and Girls: Associations Among Parent- and Teacher-Report and Child Behavior on the Dictator Game 男孩和女孩幼儿期的亲社会行为：独裁者游戏中家长和教师的报告与儿童行为之间的关系
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-08-21 DOI: 10.1080/10409289.2024.2389370
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}
引用次数: 0
Reliability and Validity Evidence for an Adapted Affect Knowledge Test for Preschool Children Using Rasch Theory 利用拉施理论为学龄前儿童改编的情感知识测试提供可靠性和有效性证据
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-08-18 DOI: 10.1080/10409289.2024.2389369
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}
引用次数: 0
Caregivers’ Social Conformity Predicts Their Judgments of Toddlers’ Moral Agency 照护者的社会一致性可预测他们对幼儿道德代理的判断
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-08-14 DOI: 10.1080/10409289.2024.2389366
Samuel Essler, Markus Paulus
{"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}
引用次数: 0
Hispanic Parents’ Beliefs and Practices During Shared Reading in English and Spanish 西语裔家长在英语和西班牙语共读过程中的信念和做法
IF 2.9 3区 教育学
Early Education and Development Pub Date : 2024-08-08 DOI: 10.1080/10409289.2024.2389368
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}
引用次数: 0
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