How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?-Reference-Cited by-同舟云学术

How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?

Published:2020-08-02 Issue:7 Volume:31 Page:1052-1070
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Virmani Elita Amini¹^ORCID,Hatton-Bowers Holly²,Lombardi Caitlin McPherran³,Decker Kalli B.⁴,King Elizabeth K.⁵^ORCID,Plata-Potter Sandra I.⁶,Vallotton Claire D.⁷

Affiliation:

1. Early Childhood Studies, Sonoma State University

2. Child, Youth, and Family Studies, University of Nebraska-Lincoln

3. Human Development and Family Sciences, University of Connecticut

4. Health & Human Development, Montana State University

5. Department of Childhood Education and Family Studies, Missouri State University

6. Early Childhood Education,

7. Human Development & Family Studies, Michigan State University

Funder

Foundation for Child Development

Publisher

Informa UK Limited