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Nebraska researchers are working on ways to better understand the processes that enable preschool teachers to remain healthy and resilient — and to contribute to positive development of children in their care.
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Evaluating Psychophysiological Mechanisms of Early Childhood Teachers' Stress Resilience and Their Relevance for Preschoolers' Self-regulation
Research Team
Principal Investigator: Carrie Clark
Co-Principal Investigators: Holly Hatton
Funding Information
Funding Agency: National Institutes of Health—National Institute of Child Health and Human Development (NICHD)
Award Date: Apr 15, 2020
End Date: Mar 31, 2022
Abstract
High-quality caregiving experiences are essential in helping children to meet their developmental potential and lead healthy, productive lives. This project evaluates the impact of teacher occupational and psychosocial stress on the emotional resources and caregiving behavior of early childhood teachers, and on children’s cognitive and behavioral self-regulation.
Researchers aim to establish whether classroom-based heart rate variability biofeedback may be a useful means of alleviating the effects of teacher stress and enhancing teachers' emotion regulation and mindfulness. The project will identify developmental mechanisms of risk and resilience that could be targeted in future interventions to support children's mental health and well-being.
Early Childhood Education and Development, Academic Intervention & Learning
Nebraska researchers are working on ways to better understand the processes that enable preschool teachers to remain healthy and resilient — and to contribute to positive development of children in their care.