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Enhancing Preschool Teachers' Use of Pyramid Model Practices Through Coaching Intervention
The social-emotional development of young children has been shown to have a significant impact on their long-term success in life. The Pyramid Model...
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Promoting Inclusion Through Embedded Instruction: Enhancing Preschool Teachers’ Implementation of Learning Opportunities for Children with Disabilities
Embedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or...
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Professional Development Improves Teachers' Embedded Instruction and Children's Outcomes in a Chinese Inclusive Preschool
This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within...
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Preschool Teachers’ Mindfulness and Children’s Social, Emotional, and Behavioral Functioning
ObjectivesEarly childhood educators play a significant role in creating social and emotional learning environments for children. Therefore, it is...
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Preschool Children’s Observed Interactions with Teachers: Implications for Understanding Teacher–Child Relationships
Theory and research point to the daily interactions between individual children and teachers as formative to teacher–child relationships, yet...
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Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building
BackgroundPrevious research suggests that interactions between preschool teachers and children in early care and educational contexts can contribute...
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“I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy
Motivation deficit in low- and middle-income countries (LMICs) has implications for teacher well-being and education outcomes. This study, utilizing...
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A comparison of factor structure models for the Mental Health Continuum-Short Form (MHC-SF) among preschool teachers in South Korea
Positive mental health is fundamental to individuals’ overall well-being, and a reliable assessment of well-being has been of concern to many...
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Cultural nuances in preschool education: a comparative analysis of classroom rules perception in China and Thailand
This study explores the differences in preschool teachers’ perceptions of classroom rules in a cross-cultural context, to help preschool teachers...
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Effects of knowledge sharing on sustainable happiness of preschool teachers: The mediating roles of self-efficacy and helping behavior
This study examined the relationship between knowledge sharing and sustainable happiness, and tested the multiple mediating effects of self-efficacy...
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Using Teacher Prompts to Increase Leadership Skills in Preschool Children
BackgroundEarly childhood leadership leads to positive outcomes for young children, including social competence.
ObjectiveThe purpose of the present...
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Validation of a Measurement Model to Identify Socio-emotional Difficulties in Preschool Children: The Preschool Pediatric Symptom Checklist—Chilean Version
Identifying issues in early childhood enables timely interventions, potentially mitigating future mental health risks. In this context, this study...
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The Relations Between Parent–Educator Communication, the Home Environment, and Children’s Outcomes in Preschool
BackgroundThe literature suggests that educators can use parent–educator communication to support parents with engaging their children in home...
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Psychometric characteristics of the mindfulness in teaching scale in Chinese preschool teachers
Preschool teachers often face a high level of stress due to the particularities of the educational environment. Previous studies have shown that...
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Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents
Daily report card (DRC) intervention provides a structured method for increasing communication between teachers and parents regarding student...
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The relationship between preschool teacher trait mindfulness and teacher-child relationship quality: the chain mediating role of emotional intelligence and empathy
The teacher-child relationship plays an important role in children’s future development. However, the existing research mainly focuses on the...
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Maternal mindfulness and preschool children’s social skills in China: the role of parenting stress and authoritative parenting behaviors
The aim of present study was to explore the possible mediating roles of parenting stress and authoritative parenting style in the relations between...
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Teachers’ Perceptions of an Early Intervention Coaching Program
ObjectivesInclusive preschools appear to be logical settings for the delivery of early intervention for young autistic children. Regular preschool...
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Executive Functions, Psychiatric Symptoms and ADHD in Child Psychiatric Patients–Concurrent and Longitudinal Associations from Preschool to School Age
We investigated in a child psychiatric sample whether preschool age executive functions (EFs) associate with concurrent and school age psychiatric...
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Teachers’ Gender-Role Attitudes and Gendered Classroom Practices
This study used an online survey in the U.S. to examine Pre-K, 2 nd , and 5 th grade ( N = 539) teachers’ (81% white; 94% female) gendered classroom...
