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ERIC Number: EJ1268165
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Available Date: N/A
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 McPherran; Decker, Kalli B.; King, Elizabeth K.; Plata-Potter, Sandra I.; Vallotton, Claire D.
Early Education and Development, v31 n7 p1052-1070 2020
Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited understanding of these associations during preservice training. Utilizing a sample of students with career goals in early childhood (N=473), we examined the associations between indicators of preservice ECPs' social-emotional competence (mindfulness and reflective practice beliefs), individual characteristics (depressive symptoms, stressful life events, adverse childhood experiences (ACEs), and attachment security), and endorsing developmentally supportive responses to promote the social-emotional development of infants and toddlers. Research Findings: Preservice ECPs with more stressful life events reported more ACEs and higher depressive symptoms. Stressful life events and ACEs were not significantly correlated with mindfulness or reflective practice beliefs, yet secure attachment style was positively correlated with both of these indicators of social-emotional competence. Depression was significantly and negatively correlated with mindfulness. Ultimately, preservice ECPs with greater reflective practice beliefs endorsed more developmentally appropriate responses. Practice or Policy: Preservice ECPs' reflective practice beliefs may promote practices that support the social emotional development of infants and toddlers once in the workforce. [Co-written with The Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID).]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Center for Epidemiologic Studies Depression Scale
Grant or Contract Numbers: N/A
Author Affiliations: N/A