{"title":"Association between Teacher Depressive Symptoms and Rural Children's Cognitive Outcomes: Indirect Relations with Early Care and Education Quality.","authors":"Miller Elizabeth B, Ku Seulki, Blair Clancy B","doi":"10.1007/s10643-023-01561-0","DOIUrl":null,"url":null,"abstract":"<p><p>A subset of extant data (<i>N</i>=423) from the Family Life Project, a population-based study of Black and White families with low incomes from rural communities, were used to test for associations between teacher depressive symptoms and children's cognitive outcomes at 36 months. A second aim tested whether early care and education (ECE) quality mediated such relations. Results indicated that although the associations were in the expected negative direction, teacher depressive symptoms were not directly significantly related to any child cognitive outcome. However, relations were completely mediated by indirect pathways with ECE quality, meaning that teacher depressive symptoms affected child cognitive outcomes entirely via decreases in ECE quality (<i>ES</i>= -0.04), particularly for receptive vocabulary. Implications for teacher mental health and psychological wellbeing as well as ECE quality in rural communities are discussed.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":" ","pages":"119-130"},"PeriodicalIF":2.3000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11750182/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-023-01561-0","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/8/26 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
A subset of extant data (N=423) from the Family Life Project, a population-based study of Black and White families with low incomes from rural communities, were used to test for associations between teacher depressive symptoms and children's cognitive outcomes at 36 months. A second aim tested whether early care and education (ECE) quality mediated such relations. Results indicated that although the associations were in the expected negative direction, teacher depressive symptoms were not directly significantly related to any child cognitive outcome. However, relations were completely mediated by indirect pathways with ECE quality, meaning that teacher depressive symptoms affected child cognitive outcomes entirely via decreases in ECE quality (ES= -0.04), particularly for receptive vocabulary. Implications for teacher mental health and psychological wellbeing as well as ECE quality in rural communities are discussed.
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
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