How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?

Virmani, Elita Amini; Hatton-Bowers, Holly; Lombardi, Caitlin Mc Pherran; Decker, Kalli B.; King, Elizabeth; Plata-Potter, Sandra Ixa; Vallotton, Claire D.

doi:10.1080/10409289.2020.1798718

Cited by 8 publications

(4 citation statements)

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“…There is limited understanding of how best to prepare ECE professionals for the social and emotional demands of their future work. To address this gap in the literature, Virmani et al (2020) examined associations between students' social-emotional competence, individual characteristics, and endorsements of developmentally supportive practices to promote infant and toddler social and emotional development among a sample of preservice early childhood professionals. They found that preservice ECE professionals reporting more stressful life events also reported more adverse childhood experiences and higher depressive symptoms.…”

Section: Descriptive Studies Of Stress and Well-beingmentioning

confidence: 99%

“…Several articles report on the results of descriptive studies of ECE professional stress and well-being (Berlin et al, 2020;Jeon & Ardeleanu, 2020;Johnson et al, 2020;Penttinen et al, 2020;Schaack et al, 2020;;Silver & Zinsser, 2020), including one that presents a theoretical framework supported by qualitative data (Rodriguez et al, 2020). Six articles report on the results of intervention studies involving in-service professional learning (Berlin et al, 2020;Lang et al, 2020;Sandilos et al, 2020;Silver & Zinsser, 2020;Susman-Stillman et al, 2020;Tanaka et al, 2020), and one study focuses on pre-service learning (Virmani et al, 2020). The purpose of this introductory article is to summarize the special issue articles by topics and to present implications for future research, policy and practice.…”

Section: Introductionmentioning

confidence: 99%

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Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Jennings

Jeon²,

Roberts

2020

Early Education and Development

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Early care and education (ECE) professionals' social and emotional well-being has emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout, which is threatening the quality of early childhood education and care. This article introduces the special issue devoted to understanding early childhood professionals' social and emotional competence and well-being and their relationship to program quality and child outcomes. The purposes of this special issue are to (a) describe the nature of ECE professionals' social and emotional competence and well-being, (b) understand the factors that contribute to ECE professionals' social and emotional competence and well-being, (c) understand to what extent and how ECE professionals' social and emotional competence and well-being impacts classroom quality as well as children's developmental outcomes, and (d) present evidence-based approaches that support ECE professionals' social and emotional competence and well-being. For the purposes of this issue, ECE professionals include early childhood educators (e.g., teachers or home-based child care providers), practitioners (e.g., home visitors, mental health consultants, specialists, etc.) and early childhood leaders (e.g., directors, principals, or administrators) who serve children from birth to third grade. In this introductory article we conclude with a discussion of implications of this research for future research, policy, and practice. Early care and education (ECE) professionals' social and emotional well-being has recently emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout which is threatening the quality of early childhood education and care. Furthermore, since the advent of the COVID-19 pandemic, educator well-being is now even more salient, as schools, childcare centers, and other providers try to figure out how to safely provide muchneed care for working families while protecting their workforce from the novel coronavirus. Indeed, we are on the verge of a childcare crisis. Providers, already operating with inadequate resources and with no financial cushion, cannot survive long closures, leaving educators without jobs, and parents without childcare (National Association for the Education of Young Children, 2020). Now, more than ever, early care and education professionals' well-being is paramount. Jennings and Greenberg (2009) prosocial classroom model highlights the importance of teachers' social and emotional competence and well-being in promoting healthy teacher-student relationships, effective classroom management, and effective social and emotional learning programs. ECE professionals' psychological well-being, such as depression, stress, burnout, and emotional competence (e.g., mindfulness, emotion regulation, coping, etc.) have been shown to relate to their practices and responsiveness in the ECE setting (

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Section: Descriptive Studies Of Stress and Well-beingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Jennings

Jeon²,

Roberts

2020

Early Education and Development

View full text Add to dashboard Cite

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“…Mindfulness is comprised of the self-regulation of attention and nonjudgmental awareness of experience (Bishop et al 2004;Kabat-Zinn 1994) and is positively associated with interactions with children (Jennings, 2015;Jennings & Greenberg, 2009;Kemeny et al, 2012;Seo & Yuh, 2022) and teacher well-being (Brown & Ryan 2003;Hatton-Bowers et al, 2022;O'Hara-Gregan, 2022). Second, both reflective practices and mindfulness are seen to relate to developmentally appropriate beliefs and practices, nurturing emotional support of children, perspective taking, and sensitive approaches to challenging behaviors (Brophy-Herb et al, 2019;Conners Edge et al, 2022;Jennings, 2015;Jennings & Greenberg, 2009;Virmani et al, 2020). Finally, while Schön has been critiqued for focusing on the individual, reflective practices have since developed to include broader social factors and conditions (Zeicher & Liston, 2013).…”

Section: Promoting Reflective Practice In An Infant and Early Childho...mentioning

confidence: 99%

Promoting reflective practice in an infant and early childhood training program

Lombardi

Bladen

Foley

et al. 2023

Infant Mental Health Journal

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Reflective practices provide a supportive base through which preservice infant and early childhood teachers and allied professionals can achieve knowledge, skills, and professional dispositions to support young children and their families. This paper is a program description that describes the rationale for infusing reflective practices into the learning goals for preservice early childhood training, highlighting the specific reflection skills from the Infant and Early Childhood Mental Health Competency Guidelines. We describe how one university early childhood training program promotes student reflection skills referencing three distinct perspectives: (1) why reflection is essential to developing knowledge and skills; (2) the role group reflection plays in sustaining deep knowledge and skill development for students and faculty; (3) how faculty promote students' awareness of the connection between personal experience and professional dispositions through reflection during practicum experiences. The benefits and challenges of embedding reflective practices in preservice early childhood training are also discussed.

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“…Through IECMHC, staff may become more aware of their biases and how they affect their work with children and families (A. E. Davis et al, 2020). Research on teacher perceptions of child behavior highlights the importance of teachers' appropriate developmental expectations about young children's ability to self-regulate (Chacko et al, 2009;DiCarlo et al, 2015), which Virmani et al (2020) found to be linked to reflective capacity. In addition, a mixed-methods study of the effects of reflective supervision and consultation in home visiting showed growth in staff and supervisors' reflective capacity and skills in working with families (Watson et al, 2016).…”

Section: Reflective Capacitymentioning

confidence: 99%

Building reflective capacity and improving well‐being of early childhood professionals through an embedded cross‐system model of infant early childhood mental health consultation

Spielberger

Burkhardt

Herriott

et al. 2022

Infant Mental Health Journal

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Infant and Early Childhood Mental Health Consultation (IECMHC) aims to improve early childhood professionals' abilities to promote children's mental health through relationship building and collaboration. Using a longitudinal, matched-comparison group design, a 3-year pilot study of a cross-system, embedded model of IECMHC assessed teachers and home visitors in intervention and comparison programs in reflective capacity, burnout, and perceptions of children's behavior. A sample of 136 staff (n = 72 intervention group; n = 64 comparison group; 21% Black; 51% White; 28% Latina/Hispanic) participated in surveys over a 21-month implementation period. A subsample of staff (n = 26) participated in interviews that included a narrative measure of reflective capacity; and a smaller subsample of teachers only (n = 21) completed assessments of children. Staff in the intervention group significantly increased reflective capacity after 21 months. For the staff interview subsample, receiving the intervention predicted lower levels of burnout at 12-15 months post-baseline. Among teachers completing child assessments, those with higher reflective capacity rated children's behaviors more positively than teachers with lower reflective capacity.We conclude that this IECMHC model successfully improved reflective capacity in staff. Future research should investigate reflective capacity as a potential mechanism of change for IECMHC.

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How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?

Cited by 8 publications

References 68 publications

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Promoting reflective practice in an infant and early childhood training program

Building reflective capacity and improving well‐being of early childhood professionals through an embedded cross‐system model of infant early childhood mental health consultation

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