Literaturnachweis - Detailanzeige
Autor/inn/en | Hanno, Emily C.; McCoy, Dana C.; Sabol, Terri J.; Gonzalez, Kathryn E. |
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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 |
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 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 |