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Direct linkVirmani, Elita Amini; Hatton-Bowers, Holly; Lombardi, Caitlin McPherran; Decker, Kalli B.; King, Elizabeth K.; Plata-Potter, Sandra I.; Vallotton, Claire D. – Early Education and Development, 2020
Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited understanding of these associations during preservice training. Utilizing a sample of students with career goals in early childhood (N=473), we examined the…
Descriptors: Preservice Teachers, Early Childhood Teachers, Metacognition, Reflection
Singer, Elly; Wong, Sandie – Early Child Development and Care, 2021
We discuss oral history interviews with academics who laid the foundation of research and pedagogies in daycare for under three-year-olds in Europe and North and South America since the 1970s. Their work is clearly embedded in the social-political context of their country: the left-wing programmes for disadvantaged families in the U.S.A.;…
Descriptors: Oral History, College Faculty, Teacher Attitudes, Neoliberalism
Vallotton, Claire D.; Torquati, Julia; Ispa, Jean; Chazan-Cohen, Rachel; Henk, Jennifer; Fusaro, Maria; Peterson, Carla A.; Roggman, Lori A.; Stacks, Ann M.; Cook, Gina; Brophy-Herb, Holly – Early Education and Development, 2016
Research Findings: Adults' attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers' attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S.…
Descriptors: Attachment Behavior, College Students, Predictor Variables, Knowledge Level
