PDF(Pubmed)
Abstract：
UNASSIGNED: Early childhood educators (ECEs) play a critical role in supporting the development of young children\'s executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs\' capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children\'s EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms.
UNASSIGNED: Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children\'s EF.
UNASSIGNED: In a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children\'s EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children.
UNASSIGNED: ECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs\' processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.
UNASSIGNED: Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children\'s EF.
UNASSIGNED: In a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children\'s EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children.
UNASSIGNED: ECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs\' processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.
摘要：
幼儿教育者（ECE）在支持幼儿执行功能（EF）的发展方面发挥着关键作用。EF,反过来,支撑终身韧性和福祉。不幸的是,许多ECE报告不良童年经历(ACEs),这些经历可能会加剧与情感和身体要求高的职业相关的高压力水平.ACEs对成人的幸福感具有公认的负面影响，并可能削弱ECEs与儿童进行情感反应互动的能力。然而,许多经历过ACE的人也报告了培养同理心的创伤后成长经历，自决,和韧性。这种创伤后的成长可能使教师具备与儿童互动的技能，以支持儿童的EF。这项研究的目的是探讨ECEACE和创伤后成长与教室中儿童EF的关系。
■53名女性ECE自我报告了她们的ACE和创伤后成长。157名儿童的父母(53%为男性，47%是女性,M年龄=4.38岁）评定儿童EF。
■在一组线性混合模型中，这些模型考虑了多个人口统计学因素和ECE感知的工作场所压力源，ECEACEs与儿童EF评分无显著相关。然而,控制ACE，较高水平的ECE创伤后成长与家长报告的儿童EF困难较少相关.
■ECE可能会利用他们在逆境中发展起来的应对技能来为儿童建模和促进健康的EF。心理健康支持促进ECE处理自己的创伤可能是一种富有成效的手段，可以促进积极的早期儿童环境，培养后代的福祉和韧性。
■53名女性ECE自我报告了她们的ACE和创伤后成长。157名儿童的父母(53%为男性，47%是女性,M年龄=4.38岁）评定儿童EF。
■在一组线性混合模型中，这些模型考虑了多个人口统计学因素和ECE感知的工作场所压力源，ECEACEs与儿童EF评分无显著相关。然而,控制ACE，较高水平的ECE创伤后成长与家长报告的儿童EF困难较少相关.
■ECE可能会利用他们在逆境中发展起来的应对技能来为儿童建模和促进健康的EF。心理健康支持促进ECE处理自己的创伤可能是一种富有成效的手段，可以促进积极的早期儿童环境，培养后代的福祉和韧性。
