Escúchanos, 'We Do Have Emotions and We Do Have Feelings': Exploring How Reflective Consultation Supports Early Childhood Educators
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| Title: | Escúchanos, 'We Do Have Emotions and We Do Have Feelings': Exploring How Reflective Consultation Supports Early Childhood Educators |
|---|---|
| Language: | English |
| Authors: | Elita Amini Virmani, Holly Hatton, Ayumi Nagase, Ann-Marie Wiese, Jennifer Silverstein, Heather Harshbarger |
| Source: | Infant Mental Health Journal: Infancy and Early Childhood. 2026 47(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Teachers, Psychological Patterns, Well Being, Child Care Centers, Reflection, Consultation Programs, Early Childhood Education, Mental Health, Self Expression, Teamwork, Self Concept, Social Cognition |
| DOI: | 10.1002/imhj.70055 |
| ISSN: | 0163-9641 1097-0355 |
| Abstract: | Despite the promise of reflective consultation and the beneficial impacts it may have on enhancing early childhood educator social-emotional well-being and competence, there is limited research on reflective consultation with early childhood educators. The current project, Escúchanos, examined how English-speaking and bilingual Spanish-English early childhood educators (n = 16, 6 White, 9 Latina, 1 Asian/Pacific Islander) in the United States experienced reflective consultation at their child care centers. Semi-structured interviews were conducted in the participant's preferred language to provide a better understanding of the perceived benefits and suggested improvements for delivering reflective consultation in early childhood and education settings. Early childhood educators in the study were provided with reflective consultation sessions over 7 months offered by trained mental health consultants in a linguistically responsive manner. Given the cultural and linguistic diversity of the early childhood workforce, this study contributes to the practice of providing culturally and linguistically responsive reflective consultation. Findings from this study suggest that reflective consultation offered early childhood educators with the: "space to express feelings"; time to "take a pause"; opportunities to "work as a team"; and an enhanced "awareness of self and others." |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493778 |
| Database: | ERIC |
| Abstract: | Despite the promise of reflective consultation and the beneficial impacts it may have on enhancing early childhood educator social-emotional well-being and competence, there is limited research on reflective consultation with early childhood educators. The current project, Escúchanos, examined how English-speaking and bilingual Spanish-English early childhood educators (n = 16, 6 White, 9 Latina, 1 Asian/Pacific Islander) in the United States experienced reflective consultation at their child care centers. Semi-structured interviews were conducted in the participant's preferred language to provide a better understanding of the perceived benefits and suggested improvements for delivering reflective consultation in early childhood and education settings. Early childhood educators in the study were provided with reflective consultation sessions over 7 months offered by trained mental health consultants in a linguistically responsive manner. Given the cultural and linguistic diversity of the early childhood workforce, this study contributes to the practice of providing culturally and linguistically responsive reflective consultation. Findings from this study suggest that reflective consultation offered early childhood educators with the: "space to express feelings"; time to "take a pause"; opportunities to "work as a team"; and an enhanced "awareness of self and others." |
|---|---|
| ISSN: | 0163-9641 1097-0355 |
| DOI: | 10.1002/imhj.70055 |
