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Research Article

Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities

Jennifer Baumgartnera School of Education, Louisiana State University, Baton Rouge, LA, USACorrespondence[email protected]
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,
Carrie Otab Department of Child and Family Studies, Weber State University, Ogden, UT, USAView further author information
,
Cynthia DiCarloa School of Education, Louisiana State University, Baton Rouge, LA, USAView further author information
,
Rebecca Bauerc Developmental Science, University of Alabama, Tuscaloosa, AL, USAView further author information
&
Russell Carsond PlayCore, Chattanooga, TN, USAView further author information
Published online: 08 Oct 2021

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Holly E. Brophy-Herb, Ahnalee Brincks, Jody L. Cook, Ann Stacks, Claire D. Vallotton, Cynthia Frosch, Russell Carson, Rebecca Wheeler, Haiden A. Perkins & Patricia A. Jennings. (2022) Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use. Early Education and Development 0:0, pages 1-20.
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Articles from other publishers (1)

Holly E. Brophy-Herb, Ann M. Stacks, Cynthia Frosch, Ahnalee M. Brincks, Jody L. Cook, Claire D. Vallotton, Haiden A. Perkins, Loria E. Kim, Russell Carson, Maria Muzik, Katherine Rosenblum & Patricia A. Jennings. (2022) The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers’ Mindfulness-Based Strategies for Coping. Early Childhood Education Journal.
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