Early Educators' Collective Workplace Stress as a Predictor of Professional Development's Impacts on Children's Development

Autor/inn/en	Hanno, Emily C.; McCoy, Dana C.; Sabol, Terri J.; Gonzalez, Kathryn E.
Titel	Early Educators' Collective Workplace Stress as a Predictor of Professional Development's Impacts on Children's Development
Quelle	In: Child Development, 92 (2021) 3, S.833-843 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanno, Emily C.) ORCID (McCoy, Dana C.) ORCID (Sabol, Terri J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13566
Schlagwörter	Child Development; Stress Variables; Faculty Development; Child Care Centers; Outcomes of Education; Intervention; Preschool Teachers; Language Skills; Literacy; Work Environment; Executive Function; Learning Processes; Preschool Children; Correlation + Suchen Sie Ihr Suchwort? Kindesentwicklung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lernleistung; Schulerfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Arbeitsmilieu; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Korrelation
Abstract	Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators' collective workplace stress moderates professional development's impacts on children's language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M[subscript age] = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01