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Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being.

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Title: Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being.
Authors: Etchebehere, Gabriela1 (AUTHOR), Crego, Antonio2 (AUTHOR), Martínez-Iñigo, David3 (AUTHOR) david.martinez@urjc.es
Source: International Journal of Early Childhood. Dec2024, Vol. 56 Issue 3, p461-478. 18p.
Subject Terms: *Psychology of teachers, *Cognitive psychology, *Early childhood teachers, *Early childhood education, Convention on the Rights of the Child
Abstract (English): Despite its centrality within the Convention on the Rights of the Child, teachers' behaviors promoting progressive autonomy, the psychological processes involved in their implementation and their consequences for teachers' well-being has been neglected. Two studies assess early childhood teachers' promoting progressive autonomy behaviors and their relationship with their strategies to regulate children's emotions and their own job well-being. Overall, results support the presence of a virtuous circle where teachers use of strategies improving children's emotions is associated to higher levels of progressive autonomy promotion and job well-being which in turn has been related to willingness to use affect improvement strategies. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Resumen: A pesar relevancia de la autonomía progresiva dentro de la Convención sobre los Derechos del Niño, como precursora del ejercicio de otros derechos, el análisis de los comportamientos de los profesores que promueven dicha autonomía ha sido descuidado, así como los procesos psicológicos implicados en su implementación y sus consecuencias para el bienestar de los profesores. Dos estudios evalúan los comportamientos de las maestras de primera infancia que promueven la autonomía progresiva, su relación con las estrategias de las maestras para regular las emociones de los niños/as y con su propio bienestar laboral. En su conjunto los resultados apoyan la presencia de círculos virtuosos en los que la utilización de estrategias para mejorar el afecto de los niños/as conduce a una mayor promoción de la autonomía progresiva, lo que a su vez deriva en un mayor nivel de bienestar laboral. [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: Malgré la pertinence de l'autonomie progressive dans la Convention relative aux droits de l'enfant en tant que précurseur de l'exercice d'autres droits, l'analyse des comportements des enseignants qui favorisent cette autonomie a été négligée, de même que les processus psychologiques impliqués dans sa mise en oeuvre et son application. En dépit de la pertinence de l'autonomie progressive dans le cadre de la Convention relative aux droits de l'enfant en tant que précurseur de l'exercice d'autres droits, l'analyse des comportements des enseignants qui favorisent cette autonomie a été négligée, de même que les processus psychologiques impliqués dans sa mise en oeuvre et son application. L'analyse des comportements des enseignants qui favorisent cette autonomie a été négligée, de même que les processus psychologiques impliqués dans sa mise en oeuvre et ses conséquences sur le bien-être des enseignants. conséquences sur le bien-être des enseignants. Deux études évaluent les comportements favorisant l'autonomie des enseignants de la petite enfance ainsi que les processus psychologiques impliqués et leurs conséquences sur le bien-être des enseignants. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Childhood is the property of Springer Nature 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.)
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  Data: Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being.
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  Data: <searchLink fieldCode="AR" term="%22Etchebehere%2C+Gabriela%22">Etchebehere, Gabriela</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Crego%2C+Antonio%22">Crego, Antonio</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martínez-Iñigo%2C+David%22">Martínez-Iñigo, David</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> david.martinez@urjc.es</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood%22">International Journal of Early Childhood</searchLink>. Dec2024, Vol. 56 Issue 3, p461-478. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Convention+on+the+Rights+of+the+Child%22">Convention on the Rights of the Child</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: Despite its centrality within the Convention on the Rights of the Child, teachers' behaviors promoting progressive autonomy, the psychological processes involved in their implementation and their consequences for teachers' well-being has been neglected. Two studies assess early childhood teachers' promoting progressive autonomy behaviors and their relationship with their strategies to regulate children's emotions and their own job well-being. Overall, results support the presence of a virtuous circle where teachers use of strategies improving children's emotions is associated to higher levels of progressive autonomy promotion and job well-being which in turn has been related to willingness to use affect improvement strategies. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Resumen: A pesar relevancia de la autonomía progresiva dentro de la Convención sobre los Derechos del Niño, como precursora del ejercicio de otros derechos, el análisis de los comportamientos de los profesores que promueven dicha autonomía ha sido descuidado, así como los procesos psicológicos implicados en su implementación y sus consecuencias para el bienestar de los profesores. Dos estudios evalúan los comportamientos de las maestras de primera infancia que promueven la autonomía progresiva, su relación con las estrategias de las maestras para regular las emociones de los niños/as y con su propio bienestar laboral. En su conjunto los resultados apoyan la presencia de círculos virtuosos en los que la utilización de estrategias para mejorar el afecto de los niños/as conduce a una mayor promoción de la autonomía progresiva, lo que a su vez deriva en un mayor nivel de bienestar laboral. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Résumé: Malgré la pertinence de l'autonomie progressive dans la Convention relative aux droits de l'enfant en tant que précurseur de l'exercice d'autres droits, l'analyse des comportements des enseignants qui favorisent cette autonomie a été négligée, de même que les processus psychologiques impliqués dans sa mise en oeuvre et son application. En dépit de la pertinence de l'autonomie progressive dans le cadre de la Convention relative aux droits de l'enfant en tant que précurseur de l'exercice d'autres droits, l'analyse des comportements des enseignants qui favorisent cette autonomie a été négligée, de même que les processus psychologiques impliqués dans sa mise en oeuvre et son application. L'analyse des comportements des enseignants qui favorisent cette autonomie a été négligée, de même que les processus psychologiques impliqués dans sa mise en oeuvre et ses conséquences sur le bien-être des enseignants. conséquences sur le bien-être des enseignants. Deux études évaluent les comportements favorisant l'autonomie des enseignants de la petite enfance ainsi que les processus psychologiques impliqués et leurs conséquences sur le bien-être des enseignants. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of International Journal of Early Childhood is the property of Springer Nature 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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      – Type: doi
        Value: 10.1007/s13158-023-00363-0
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      – Code: eng
        Text: English
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      – SubjectFull: Psychology of teachers
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      – SubjectFull: Cognitive psychology
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      – SubjectFull: Early childhood teachers
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      – SubjectFull: Early childhood education
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      – SubjectFull: Convention on the Rights of the Child
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      – TitleFull: Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being.
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            NameFull: Crego, Antonio
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            – D: 01
              M: 12
              Text: Dec2024
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