ABSTRACT Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited understanding of these associations during preservice training. Utilizing a sample of students with career goals in early childhood (N = 473), we examined the associations between indicators of preservice ECPs’ social-emotional competence (mindfulness and reflective practice beliefs), individual characteristics (depressive symptoms, stressful life events, adverse childhood experiences (ACEs), and attachment security), and endorsing developmentally supportive responses to promote the social-emotional development of infants and toddlers. Research Findings: Preservice ECPs with more stressful life events reported more ACEs and higher depressive symptoms. Stressful life events and ACEs were not significantly correlated with mindfulness or reflective practice beliefs, yet secure attachment style was positively correlated with both of these indicators of social-emotional competence. Depression was significantly and negatively correlated with mindfulness. Ultimately, preservice ECPs with greater reflective practice beliefs endorsed more developmentally appropriate responses. Practice or Policy: Preservice ECPs’ reflective practice beliefs may promote practices that support the social emotional development of infants and toddlers once in the workforce.

中文翻译：

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职前幼儿专业人士的正念、反思性实践信念和个人特征与他们对婴幼儿的发展支持反应有何关联？

摘要 虽然职前幼儿专业人员 (ECP) 的社会情感能力与他们与幼儿互动的质量有关，但在职前培训期间对这些关联的了解有限。利用在幼儿期有职业目标的学生样本（N = 473），我们检查了职前 ECP 的社会情感能力指标（正念和反思性实践信念）、个体特征（抑郁症状、压力生活事件、不利童年经历 (ACE) 和依恋安全)，并支持发展支持性反应，以促进婴幼儿的社会情感发展。研究结果：压力较大的生活事件的服役前 ECP 报告了更多的 ACE 和更高的抑郁症状。压力性生活事件和 ACE 与正念或反思性练习信念没有显着相关性，但安全依恋风格与这两个社会情感能力指标呈正相关。抑郁与正念呈显着负相关。最终，具有更多反思实践信念的职前 ECP 认可更适合发展的反应。实践或政策：职前 ECP 的反思实践信念可能会促进支持婴儿和幼儿在劳动力中的社会情感发展的实践。抑郁与正念呈显着负相关。最终，具有更多反思实践信念的职前 ECP 认可更适合发展的反应。实践或政策：职前 ECP 的反思实践信念可能会促进支持婴儿和幼儿在劳动力中的社会情感发展的实践。抑郁与正念呈显着负相关。最终，具有更多反思实践信念的职前 ECP 认可更适合发展的反应。实践或政策：职前 ECP 的反思实践信念可能会促进支持婴儿和幼儿在劳动力中的社会情感发展的实践。