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Call for Papers

Special Issue: Early Care and Education Professionals’ Social and Emotional Well-Being

References

  • Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–Emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 1–22. doi:10.1080/10409289.2016.1168227
  • Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530–552. doi:10.1080/10409289.2013.817030
  • Hall-Kenyon, K. M., Bullough, R. V., Jr., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153–162. doi:10.1007/s10643-013-0595-4
  • Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19(2), 297–318. doi:10.1016/j.ecresq.2004.04.006
  • Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743. doi:10.1007/s12671-014-0312-4
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. doi:10.3102/0034654308325693
  • Jeon, L., Buettner, C. K., & Snyder, A. R. (2014). Pathways from teacher depression and child-care quality to child behavioral problems. Journal of Consulting and Clinical Psychology, 82(2), 225–235. doi:10.1037/a0035720
  • Jeon, L., Hur, E., & Buettner, C. K. (2016). Child-care chaos and teachers’ responsiveness: The indirect associations through teachers’ emotion regulation and coping. Journal of School Psychology, 59, 83–96. doi:10.1016/j.jsp.2016.09.006
  • Roberts, A., LoCasale-Crouch, J., Hamre, B., & DeCoster, J. (2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in head start. Early Education and Development, 27(5), 642–654. doi:10.1080/10409289.2016.1127088
  • Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace stress and the quality of teacher–Children relationships in Head Start. Early Childhood Research Quarterly, 30(Part A), 57–69. doi:10.1016/j.ecresq.2014.08.008

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