Promising Findings That the Cultivating Healthy Intentional Mindful Educators' Program (CHIME) Strengthens Early Childhood Teachers' Emotional Resources: An Iterative Study

Autor/inn/en	Hatton-Bowers, Holly; Clark, Caron; Parra, Gilbert; Calvi, Jessica; Yellow Bird, Michael; Avari, Pearl; Foged, Jaclynn; Smith, John
Titel	Promising Findings That the Cultivating Healthy Intentional Mindful Educators' Program (CHIME) Strengthens Early Childhood Teachers' Emotional Resources: An Iterative Study
Quelle	In: Early Childhood Education Journal, 51 (2023) 7, S.1291-1304 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatton-Bowers, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01386-3
Schlagwörter	Early Childhood Teachers; Metacognition; Altruism; Faculty Development; Intervention; Program Effectiveness; Emotional Response; Self Management; Psychological Patterns; Work Environment; Social Emotional Learning; Evidence; Knowledge Level + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Altruistic behavior; Altruismus; Emotionales Verhalten; Selbstmanagement; Arbeitsmilieu; Evidenz; Wissensbasis
Abstract	Findings suggest that an eight-week mindfulness compassion-based program, Cultivating Healthy Intentional Mindful Educators (CHIME), is a feasible professional development intervention for early childhood (EC) teachers to support their emotion regulation and psychological and workplace well-being. We offer preliminary evidence that learning about mindfulness, self-compassion, and social-emotional learning supports EC teachers in strengthening their knowledge and application of practices to be more mindful and less emotionally reactive and emotionally exhausted at work. In analyzing both EC teacher feedback and survey data from two pilot studies, there was promising evidence that participating in CHIME enhanced awareness of emotions and the development of strategies to manage emotions. As CHIME is further developed and refined it will be integral to have collaborative engagement and participation from EC teachers and programs to ensure that learning these practices are relevant, helpful, meaningful, and sustainable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01