3.5 References

  1. Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2018). Strengthening the quality of educator-child interactions in early childhood education and care settings: A conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1507028
  2. Brown, A., et al. (2019). Social competence in early childhood education: The impact of teacher skills on classroom dynamics.
  3. Cretu, D. M. (2016). Developing the competence of "learning to learn" in the initial training for teachers. Educatia Plus, 14(3), 182-192.
  4. Cepic, R., & Sculac, V. (2019). The Context and Challenges of the Preschool Teachers' Professional Development: A Qualitative Analysis. In M. Zupanic Benic, O. Holz, and M. Michielsen (Eds.), Requirements and Approaches for Contemporary Teacher Training (Erziehungswissenschaft Bd. 91) (pp. 51-62). LIT VERLAG GmbH & Co. KG Wien, Zweigniederlassung Zurich.
  5. Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka & T. M. Brinthaupt (Eds.), The Role of Self in Teacher Development (pp. 189-224). State University of New York Press.
  6. Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105-109. https://doi.org/10.1037/emo0000649
  7. Kalin, J., Cepic, R. (2019). Poklicni razvoj uciteljev: Ugled in transverzalne kompetence / Teachers' professional development: Status and transversal competencies. Znanstvena zalozba Filozofske fakultete Univerze v Ljubljani; Uciteljski fakultet Sveucilista u Rijeci.
  8. McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19-34. https://doi.org/10.21913/JSW.v4i1.599
  9. Ranta, S., Uusiautti, S., & Hyvarinen, S. (2020). The implementation of positive pedagogy in Finnish early childhood education and care: A quantitative survey of its practical elements. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1763979
  10. Stringher, C. (2014). What is learning to learn?: A learning to learn process and output model. In Learning to Learn (pp. 9-40). Routledge.
  11. Sala, A., Punie, Y., & Garkov, V. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. European Commission.
  12. Tatalovic Vorkapic, S., & Cepic, R. (2020). Personal and professional well-being among early childhood educators: Are they related? In S. Padmanaban & C. Subudhi (Eds.), Psycho-Social Perspectives on Mental Health and Well-Being (pp. 255-280). IGI Global. https://doi.org/10.4018/978-1-7998-1185-5.ch013
  13. Tatalovic Vorkapic, S. (2017). Personality and Education: Contemporary issues in psychological science about personality in teacher education. In C. Martin & D. Polly (Eds.), Handbook of Research on Teacher Education and Professional Development (pp. 163-186). IGI Global. https://doi.org/10.4018/978-1-5225-1067-3.ch009
  14. Tatalovic Vorkapic, S., Andic, D., Cepic, R., Skocic Mihic, S., Smolic Batelic, A. (2023). Considering Teachers' Identity, Well-being, and Professional Development in Croatian Cultural Context. International Conference on Education and New Developments 2023 (END 2023), Lisbon, Portugal, June 24-26. https://doi.org/10.36315/2023v1end108
  15. Tatalovic Vorkapic, S., Colomeischi, A. A., & Ornaghi, V. (2023). PROMEHS Teachers' Training: The effect of PROMEHS Curriculum on Teachers' Mental Health in Croatia and Romania. Revista Romaneasca pentru Educatie Multidimensionala, 15(3), 400-418. https://doi.org/10.18662/rrem/15.3/773
  16. Tatalovic Vorkapic, S., & Peresa, E. (2024). Early childhood educators' perception on their competencies for mental health and well-being. In L. Gomez Chova, A. Lopez Martinez, and J. Lees (Eds.), INTED2024 Proceedings, 18th International Technology, Education and Development Conference, March 4-6, 2024, Valencia, Spain (pp. 3406-3416). IATED Academy. https://doi.org/10.21125/inted.2024.0907
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