Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators

Seo, Sol; Jongil, Yuh

doi:10.1007/s10643-021-01250-w

Cited by 17 publications

(10 citation statements)

References 51 publications

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“…However, that comprehensive review did not reveal the patterns and trends over time of TWB literature. In our review, although it was the least prevalent research focus, investigation of the consequences of TWB seems to have increased in the final interval [67,71]. Out of those studies of the effects of TWB, teacher personal outcomes [60] ranked the first, followed by teaching outcomes [61], student learning and outcomes [62], and school-level outcomes [64].…”

Section: Research Focimentioning

confidence: 95%

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Dong-qing

Chen²,

Li³

et al. 2022

IJERPH

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This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques.

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Section: Research Focimentioning

confidence: 95%

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Dong-qing

Chen²,

Li³

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…The work of an early childhood professional is greatly impacted by an individual's thoughts, desires, personal experiences, and approach to being in relationships with or teaching young children (Bernstein & Edwards, 2012; Emde, 2009; Frosch et al., 2018; Han et al., 2020; La Paro et al., 2018; Palmer, 1997; Ritblatt et al., 2013; Seo & Yuh, 2022). Therefore, from the moment that students begin this preservice early childhood training program, they are offered opportunities to become self‐aware by thinking deeply, questioning, and wondering throughout their coursework and practicum experiences.…”

Section: Approachesmentioning

confidence: 99%

“…Reflection is a primary tool. Yes, it's clear that teacher reflection is essential as NAEYC Standard 6e states, “reflect on their daily practice and analyze their work with young children in a broader context to modify and improve it.” But honest reflection is also required for the health, well‐being, confidence, and resiliency of the teacher or other infant and early childhood professional (Emde, 2009; Frosch et al., 2018; Hatton‐Bowers et al., 2022; Seo & Yuh, 2022). Even the seasoned early childhood professional must continue to identify themselves as ‘a learner’ if they are to stay engaged, and genuinely enjoy the time they are spending with, and planning for, children.…”

Section: Challenges and Conclusionmentioning

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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“…Accordingly, he denotes that the Response Ability National Teacher training Project points out significant findings for teachers and students. Based on their research with preschool teachers, Seo and Yuh (2022) suggest that training programs with content that will bolster well-being and resilience will be beneficial for teachers and enable them to deliver higher quality education to their students. Waters (2021) stated that assisting the well-being of students through teacher training is not a novel approach and has been used together with Montessori pedagogy since the early 1900s.…”

Section: Importance Of Positive Thinking Education In Preschoolmentioning

confidence: 99%

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

Sage Open

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This study was conducted as part of the project Art of Happiness: Positive Thinking in Preschool and Subjective Well-Being Project, a preventive psycho-educational project. The research was planned as an action study, structured with four interrelated studies. The first study was conducted qualitatively with 15 teachers. First, the data regarding the expectations and requirements of teachers were obtained, the evaluation process was conducted, and positive thinking training was tailored for teachers. In the second study, the teacher training process, having been designed in line with the first study was implemented and tested. The study was conducted with a sample group comprising 50 experimental and 50 control groups, while a quasi-experimental design with a pretest-posttest control group was employed. The third study refers to the planning and designing of the education intended for children in schools for positive thinking and well-being practices. In this context, a focus group discussion was held through the involvement of eight teachers. In the fourth study, the implementation process in schools was evaluated. This study included 80 children aged 5, 40 of whom were in the experimental group and 40 in the control group. The effect of positive thinking education delivered to children was evaluated through the pretest-posttest control group design. Also, the process evaluations of the teachers who educated the children in the experimental group were obtained through interviews. Educational programs for teachers and children were developed and implemented within the scope of the study, and significant findings were obtained for both preschool teachers and children. Besides positive thinking training, research findings indicated that planning the process through the active participation of teachers and their embracing the project contributed significantly to the meaningful learning outcomes.

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Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators

Cited by 17 publications

References 51 publications

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Promoting reflective practice in an infant and early childhood training program

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

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