Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

“…Further studies should consider the variability between classrooms and take the nested structure of the data into account. In addition, future research might include the assessment of individual (e.g., temperament, anxiety; see Solomon, O'Toole, Hong, & Dennis, ) and environmental variables (e.g., quality of teacher–student interactions, presence of aggressive behaviours within the class; see Cassidy, King, Wang, Lower, & Kintner‐Duffy, ) that may enter the equation. A second limitation is related to the measure of classroom climate used on this study, which not only assesses the emotional component of the environment, but also covers physical and managing aspects of the classroom.…”

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

“…Their reasons for doing so may have more to do with obtaining behavioral control rather than with relationship‐building (Leavitt, ). The emotions that early childhood professionals experience and how they deal with them also may factor into their willingness and ability to create high‐quality learning environments for young children (Cassidy, King, Wang, Lower, & Kintner‐Duffy, ). In addition, when childcare workers have the capacity to effectively regulate their own emotions, they may be better able to operate as an important source of emotional capital for children (Andrew, ).…”

Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families

“…There is convincing evidence that parents' stress levels have serious consequences for the well‐being of their young children (Repetti & Wood, ); similarly, it seems that stress experienced by teachers can have serious consequences for the children in their classrooms (Cassidy et al, ; King et al, ; Lower & Cassidy, ). These findings further support the critical task of creating supportive work environments, and particularly addressing teachers' emotional and financial needs, so that they have the resources to provide optimal emotional environments for the children and families they support.…”

“…Cassidy and colleagues (Cassidy, King, Wang, Lower, & Kintner-Duffy, 2017;King et al, 2016;Lower & Cassidy, 2007) have examined the connections between teacher well-being, children's well-being, and classroom quality. They proposed that teachers' professional well-being includes the feelings teachers have about their work, the level of autonomy in the work environment, their wages and their perception of the fairness of their wages both in the profession and in their program, their ability to make their own ends meet financially, and work time supports (paid break, vacation, and sick days).…”