Pub Date : 2025-05-14DOI: 10.1080/10409289.2025.2503024
Susan B. Neuman, Lauren Krieger, Tanya Kaefer, Hugo Gonzalez-Villisanti
{"title":"Preschool Teachers’ Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building","authors":"Susan B. Neuman, Lauren Krieger, Tanya Kaefer, Hugo Gonzalez-Villisanti","doi":"10.1080/10409289.2025.2503024","DOIUrl":"https://doi.org/10.1080/10409289.2025.2503024","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"1 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193726","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}
Pub Date : 2025-05-12DOI: 10.1080/10409289.2025.2503029
Niklas Ortelbach, Ina Bovenschen, Jennifer Gerlach, Herbert Scheithauer
{"title":"Effects of an Early Childhood Education and Care Prevention Program on Infant-Toddler Teacher Attributes: First Results of a Randomized Controlled Trial","authors":"Niklas Ortelbach, Ina Bovenschen, Jennifer Gerlach, Herbert Scheithauer","doi":"10.1080/10409289.2025.2503029","DOIUrl":"https://doi.org/10.1080/10409289.2025.2503029","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"29 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193940","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}
Pub Date : 2025-05-06DOI: 10.1080/10409289.2025.2496369
Esther Yu, Samantha Burns, Jennifer Jenkins, Michal Perlman
{"title":"Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure","authors":"Esther Yu, Samantha Burns, Jennifer Jenkins, Michal Perlman","doi":"10.1080/10409289.2025.2496369","DOIUrl":"https://doi.org/10.1080/10409289.2025.2496369","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"6 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193735","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}
Pub Date : 2025-05-05DOI: 10.1080/10409289.2025.2484871
Sasha Miller-Marshall, Jason Downer
{"title":"The Link Between Black Preschoolers’ Effortful Control and Their Positive and Conflictual Teacher Interactions: Moderating Role of Family Involvement and Emotionally Supportive Classrooms","authors":"Sasha Miller-Marshall, Jason Downer","doi":"10.1080/10409289.2025.2484871","DOIUrl":"https://doi.org/10.1080/10409289.2025.2484871","url":null,"abstract":"","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"14 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193736","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}
Pub Date : 2025-01-01Epub Date: 2024-12-10DOI: 10.1080/10409289.2024.2436827
Xavier Elzie, Jason Downer
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.
{"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}
Pub Date : 2025-01-01Epub Date: 2024-11-10DOI: 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
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.
Research findings: The RS series was feasible to implement, acceptable to participants, and led to improved reflective supervisory competencies.
Practice or policy: 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.
{"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}
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...
{"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}
Pub Date : 2024-09-18DOI: 10.1080/10409289.2024.2404820
Qianwen Liu, Zhenhong Wang
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...
{"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}
Pub Date : 2024-09-18DOI: 10.1080/10409289.2024.2404823
Heli Muhonen, Mimmu Sulkanen, Maarit Alasuutari, Marja-Kristiina Lerkkanen
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...
{"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}
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