Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation.
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| Title: | Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation. |
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| Authors: | Spielberger, Julie1 (AUTHOR) jspielberger@chapinhall.org, Burkhardt, Tiffany1 (AUTHOR), Carreon, Erin D.1 (AUTHOR), Gitlow, Elissa R.1 (AUTHOR) |
| Source: | Early Childhood Research Quarterly. 2024 2nd Quarter, Vol. 67, p307-319. 13p. |
| Subject Terms: | *Teacher attitudes, *Classroom environment, *School children, *Attitude change (Psychology), *Kindergarten children, Infants, Mental health |
| Abstract: | • The [State] Model of IECMHC was successfully implemented in diverse early childhood settings, including community-based childcare and school-based pre-K. • Using a longitudinal, matched comparison group design and direct observations of teachers, we found a significant positive effect on teachers' observed abilities to foster socially and emotionally healthy climates in early childhood classrooms in the Directions and Rules domain and the Equity auxiliary dimension on the CHILD observational tool. • On the Equity dimension, White teachers in the intervention group had significantly lower scores than Black and Hispanic teachers who received the intervention. • Although a core competency of infant and early childhood mental health consultation is the ability to work effectively throughout diverse cultures and communities, qualitative interviews with consultants working with teachers revealed that they often did not feel fully prepared and confident to address racial and cultural inequities they perceived with program staff or administrators. Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals' capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and classroom outcomes. Using a matched-comparison group design, the study examined differences between staff in intervention and comparison programs in their ability to create classroom climates that promote children's social and emotional development and explored factors associated with classroom climates. A sample of 120 teachers participated in surveys over a 21-month implementation period. A subsample of teachers participated in classroom observations (n = 28) using the Climate of Healthy Interactions for Learning & Development (CHILD) tool (Reyes & Gilliam, 2017) and semi-structured interviews (n = 30). Regression analyses revealed a significant relationship between the intervention and classroom climate in two domains, directions and rules and equity. Interview data supported these findings and provided further evidence of changes in teacher attitudes and behaviors. We conclude that teachers who received the IECMHC model showed improved ability to establish certain aspects of healthy social and emotional classroom climates. We also recommend further study of this model using matched-comparison group designs and direct observations of teacher practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175983974 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spielberger%2C+Julie%22">Spielberger, Julie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jspielberger@chapinhall.org</i><br /><searchLink fieldCode="AR" term="%22Burkhardt%2C+Tiffany%22">Burkhardt, Tiffany</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carreon%2C+Erin+D%2E%22">Carreon, Erin D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gitlow%2C+Elissa+R%2E%22">Gitlow, Elissa R.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Research+Quarterly%22">Early Childhood Research Quarterly</searchLink>. 2024 2nd Quarter, Vol. 67, p307-319. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+change+%28Psychology%29%22">Attitude change (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: • The [State] Model of IECMHC was successfully implemented in diverse early childhood settings, including community-based childcare and school-based pre-K. • Using a longitudinal, matched comparison group design and direct observations of teachers, we found a significant positive effect on teachers' observed abilities to foster socially and emotionally healthy climates in early childhood classrooms in the Directions and Rules domain and the Equity auxiliary dimension on the CHILD observational tool. • On the Equity dimension, White teachers in the intervention group had significantly lower scores than Black and Hispanic teachers who received the intervention. • Although a core competency of infant and early childhood mental health consultation is the ability to work effectively throughout diverse cultures and communities, qualitative interviews with consultants working with teachers revealed that they often did not feel fully prepared and confident to address racial and cultural inequities they perceived with program staff or administrators. Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals' capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and classroom outcomes. Using a matched-comparison group design, the study examined differences between staff in intervention and comparison programs in their ability to create classroom climates that promote children's social and emotional development and explored factors associated with classroom climates. A sample of 120 teachers participated in surveys over a 21-month implementation period. A subsample of teachers participated in classroom observations (n = 28) using the Climate of Healthy Interactions for Learning & Development (CHILD) tool (Reyes & Gilliam, 2017) and semi-structured interviews (n = 30). Regression analyses revealed a significant relationship between the intervention and classroom climate in two domains, directions and rules and equity. Interview data supported these findings and provided further evidence of changes in teacher attitudes and behaviors. We conclude that teachers who received the IECMHC model showed improved ability to establish certain aspects of healthy social and emotional classroom climates. We also recommend further study of this model using matched-comparison group designs and direct observations of teacher practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.ecresq.2024.01.009 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 307 Subjects: – SubjectFull: Teacher attitudes Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: School children Type: general – SubjectFull: Attitude change (Psychology) Type: general – SubjectFull: Kindergarten children Type: general – SubjectFull: Infants Type: general – SubjectFull: Mental health Type: general Titles: – TitleFull: Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spielberger, Julie – PersonEntity: Name: NameFull: Burkhardt, Tiffany – PersonEntity: Name: NameFull: Carreon, Erin D. – PersonEntity: Name: NameFull: Gitlow, Elissa R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2024 2nd Quarter Type: published Y: 2024 Identifiers: – Type: issn-print Value: 08852006 Numbering: – Type: volume Value: 67 Titles: – TitleFull: Early Childhood Research Quarterly Type: main |
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