Clark Caron A C, Hatton-Bowers Holly, Akhavein Kimia, Rasby Sarah, Parra Gilbert R
Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Lincoln, NE, United States.
Front Psychol. 2024 Mar 13;15:1272294. doi: 10.3389/fpsyg.2024.1272294. eCollection 2024.
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.
Fifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, age = 4.38 years) rated children's EF.
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.
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.
幼儿教育工作者在支持幼儿执行功能（EF）的发展方面发挥着关键作用。而执行功能反过来又支撑着终身的适应能力和幸福感。不幸的是，许多幼儿教育工作者报告称有童年不良经历（ACEs），这可能会加剧与这份对情感和体力要求都很高的职业相关的高压力水平。童年不良经历对成年人的幸福感有既定的负面影响，可能会削弱幼儿教育工作者与儿童进行情感回应互动的能力。然而，许多经历过童年不良经历的人也报告了创伤后成长经历，这些经历培养了同理心、自我决定能力和适应能力。这种创伤后成长可能会使教师具备与儿童进行回应性互动的技能，从而支持儿童的执行功能。本研究的目的是探讨幼儿教育工作者的童年不良经历和创伤后成长与他们课堂上儿童执行功能之间的关系。
53名女性幼儿教育工作者自我报告了她们的童年不良经历和创伤后成长情况。157名儿童（53%为男性，47%为女性，年龄 = 4.38岁）的家长对儿童的执行功能进行了评分。
在一组考虑了多种人口统计学因素和幼儿教育工作者感知到的工作场所压力源的线性混合模型中，幼儿教育工作者的童年不良经历与儿童的执行功能得分没有显著关系。然而，在控制了童年不良经历后，幼儿教育工作者创伤后成长水平越高，家长报告的儿童执行功能困难就越少。
幼儿教育工作者可以利用他们在逆境中培养的应对技能，为儿童树立榜样并促进其健康的执行功能。提供心理健康支持以帮助幼儿教育工作者处理自己的创伤，可能是营造积极的幼儿期环境的有效手段，这种环境能够培养后代的幸福感和适应能力。
