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Early Childhood Teachers' Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion
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Jeon, Lieny; Buettner, Cynthia K.; Grant, Ashley A. – Early Education and Development, 2018
Research Findings: Early childhood teachers' psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children's development. However, less is known about predictors of teachers' psychological well-being in preschool. The purpose of this study was to explore associations between…
Descriptors: Preschool Teachers, Early Childhood Education, Well Being, Correlation
Preschool Children's Social Play and Involvement in the Outdoor Environment
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Miranda, Nekane; Larrea, Inaki; Muela, Alexander; Barandiaran, Alexander – Early Education and Development, 2017
Research Findings: The primary purpose of the present study was to examine the relationship between social play and involvement in the outdoor preschool environment. The study included 173 children ranging in age from 3 to 6 years (M[subscript age] = 3.95, SD = 0.82) and attending 19 preschools in the Basque Country (Spain). A total of 51 teachers…
Descriptors: Foreign Countries, Preschool Children, Play, Social Behavior
Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence from a Low-Income, Urban Sample
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Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P.; McClowry, Sandee G. – Early Education and Development, 2017
Research Findings: Home-based involvement--defined as the actions parents take to promote children's learning outside of school--is often the most efficient way for low-income parents to be involved with their children's education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for…
Descriptors: Family Involvement, Low Income Groups, Kindergarten, Parent Participation
Social Competence and Oral Language Development for Young Children of Latino Immigrants
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Jensen, Bryant; Reese, Leslie; Hall-Kenyon, Kendra; Bennett, Courtney – Early Education and Development, 2015
Research Findings: In this study we analyze how parent and teacher ratings of young Latino children's social competencies in rural California are associated with children's oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher…
Descriptors: Oral Language, Interpersonal Competence, Young Children, Hispanic Americans
Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers' Classroom Engagement
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Phillips, Krishtine; Downer, Jason – Early Education and Development, 2017
Research Findings: This study investigated the relationship between features of the classroom environment and misalignment between teacher and observer ratings of preschoolers' classroom engagement and the extent to which years of teaching experience moderated this relationship. In a sample of 116 preschoolers and 21 teachers in 29 classrooms,…
Descriptors: Classroom Environment, Teaching Experience, Preschool Teachers, Preschool Children
Executive Functioning and School Readiness among Preschoolers with Externalizing Problems: The Moderating Role of the Student-Teacher Relationship
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Graziano, Paulo A.; Garb, Leanna R.; Ros, Rosmary; Hart, Katie; Garcia, Alexis – Early Education and Development, 2016
Research Findings: The objective of this study was to examine the student-teacher relationship as a potential moderator of the link between executive functioning (EF) and children's early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children…
Descriptors: Executive Function, School Readiness, Short Term Memory, Standardized Tests
Quantity of Group Child Care, Behavior Problems, and Prosocial Behaviors: A Study with Portuguese Preschoolers
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Torres, Nuno; Veríssimo, Manuela; Santos, António J.; Monteiro, Ligia; Figueiredo, Mafalda; Vaughn, Brian E. – Early Education and Development, 2015
Research Findings: Data from a national sample of Portuguese preschool centers were used to examine the relationship between age of start and number of hours in child care and levels of externalizing and prosocial behaviors with peers. Participants were both parents and teachers of 543 children (mean age = 4.5 years, 50.6% girls). Children started…
Descriptors: Foreign Countries, Preschool Children, Parenting Styles, Questionnaires