Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Imbert, A.
(2024). Des ATSEM « maternelles » aux « animatrices ». Transformation de l’identité professionnelle des travailleuses éducatives subordonnées de l’école maternelle.
Recherches en éducation, 54.
Stein, R., Garay, M. et Nguyen, A.
(2024). It Matters: Early Childhood Mental Health, Educator Stress, and Burnout.
Early Childhood Education Journal, 52(2), 333-344.
Vesely, C. K., Brown, E. L., Mehta, S. et Horner, C. G.
(2024). ‘Staying Afloat’: A Mixed Methods Study of the Financial and Psychological Well-being of Early Childhood Educators.
Early Childhood Education Journal, 52(2), 293-304.
Wang, M. et Hong, X.
(2024). Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type.
European Early Childhood Education Research Journal, 32(1), 114-129.
Chaudhary, N., Salali, G. D. et Swanepoel, A.
(2024). Sensitive responsiveness and multiple caregiving networks among Mbendjele BaYaka hunter-gatherers: Potential implications for psychological development and well-being.
Developmental Psychology, 60(3), 422-440.
Hentschel, E., Tran, H. T. T., Leslie, H. H. et Yousafzai, A. K.
(2024). Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction.
Early Education and Development, 35(3), 551-571.
Markowitz, A. J., Mateus, D. M. C. et Weisner, K.
(2024). Linking early educator wellbeing to classroom interactions and teacher turnover.
Early Childhood Research Quarterly, 67(2^equartier), 283-294.
Wiltshire, C. A.
(2024). Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices.
Early Childhood Education Journal, 52(4), 655-668.
Zheng, C., Jiang, Y., Zhang, B., Li, F., Sha, T., Zhu, X. et Fan, W.
(2024). Chinese Kindergarten Teachers’ Proactive Agency in Job Crafting: A Multiple Case Study in Shanghai.
Early Childhood Education Journal, 52(4), 639-654.
Byrne, J. A. et Clark, L. H.
(2024). The Impact of Educator Anxiety and Anxiety Literacy on Primary Educators’ Responses to Anxious Children.
Child Youth Care Forum, 53(3), 757-777.
Canobi, K. H., Eadie, P., Murray, L., Levickis, P., Page, J. et McFarland, L.
(2024). Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators.
Early Education and Development, 35(5), 1063-1079.
Codding, R. (dir.).
(2024). The Role of Context and Competence in Educator Well-Being.
School Psychology, 39(3), numéro thématique.
General, L. T. et Bautista, S. M. M.
(2024). Leadership practices of school heads and work task motivation as predictors of teachers’ behavior.
European Journal of Education Studies, 11(6), 461-480.
Harrison, L. J., Wong, S., Brown, J. E., Gibson, M., Cumming, T., Bittman, M. et Press, F.
(2024). Taking a detailed look at early childhood educators’ worktime.
Australasian Journal of Early Childhood, 49(2), 95-113.
Ozturk, M., Wigelsworth, M. et Squires, G.
(2024). A systematic review of primary school teachers’ wellbeing: room for a holistic approach.
Frontiers in Psychology, 15, article 1358424.
Shuey, E. A. et Jamet, S.
(2024). Composition of staff teams in early childhood education and care centres in nine countries.
International Journal of Child Care and Education Policy, 18, article 1.
Xia, W., Fan, Y., Bai, J., Zhang, Q. et Wen, Y.
(2024). The relationship between organizational climate and job satisfaction of kindergarten teachers: a chain mediation model of occupational stress and emotional labor.
Frontiers in Psychology, 15, article 1373892.
Zhao, X. et Jeon, L.
(2024). Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs.
Early Education and Development, 35(5), 933-949.
Bull, R., McFarland, L., Cumming, T. et Wong, S.
(2024). The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector.
Early Childhood Research Quarterly, 69(4^e quartier), 13-24.
Dinkel, D., Lujan, C., Johnson, J., Olson, D. D., Armstrong, J., Dai, H. D., Qiu, F. et Bice, M. R.
(2024). Feasibility of a Mental Wellbeing Program for Rural Family Childcare Home Providers.
Early Childhood Education Journal, 52(6), 1193-1207.
McFarland, L., Bull, R., Cumming, T. et Wong, S.
(2024). Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors.
International Journal of Early Childhood, 56(2), 189-210.
Reddy, L. A. et Herman, K. C.
(2024). Special Issue: School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy Section 2: The Role of Traumatic Experiences in Educator Well-Being.
School Psychology, 39(5), numéro thématique.
Sak, R., Skutil, M., Şahin-Sak, İ.T., Zikl, P., Nas, E. et Herynková, M.
(2024). Czech and Turkish Preschool Teachers’ Compassion and Psychological Well-being.
Early Childhood Education Journal, 52(6), 1165-1179.
Yang, Y., Tan, X., Gao, J. et Liu, Z.
(2024). Vocal fatigue of kindergarten teachers in China and its influential factors: a chain mediating model.
European Early Childhood Education Research Journal, 32(4), 687-703.
Yin, H. et Guo, Y.
(2024). A person-centered analysis of Hong Kong kindergarten teachers' emotion regulation: Profiles, characteristics and relations.
European Journal of Education, 59(3), e12687.
Chen, S., Qin, J. et Seth, N.
(2023). Characteristics and influencing factors of early childhood teachers' work stress and burnout: A comparative study between China, Ghana, and Pakistan.
Frontiers Psychology, 14, article 1115866.
Levine Brown, E., Vesely, C., Mehta, S. et Stark, K.
(2023). Preschool Teachers’ Emotional Acting and School-Based Interactions.
Early Childhood Education Journal, 51(4), 615-626.
Purper, C.J., Thai, Y., Frederick, T.V., Mehta, S. et Stark, K.
(2023). Exploring the Challenge of Teachers’ Emotional Labor in Early Childhood Settings.
Early Childhood Education Journal, 51(4), 781-789 (2023).
Quines, L. A. et Nino, A. V.
(2023). The mediating effect of teamwork on the relationship between work attitude and job satisfaction of teachers.
European Journal of Education Studies, 10(5), 85-111.
Rancher, C. et Moreland, A. D.
(2023). Adverse childhood experiences, stress, and resilience among early childhood teachers.
Early Childhood Research Quarterly, 62(1^st quarter), 186-193.
Randall, K., Kwon, K.-A., Ford, T. G. et Malek-Lasater, A.
(2023). Physical Well-being in Early Childhood Teachers: Correlates of Work-related Musculoskeletal Issues and Fitness among these “Educational Athletes”.
Early Education and Development, 34(2), 551-571.
Rivas, A., Mooss, A., Pontier, C.H., Romillo, J. et Muñoz, E.
(2023). The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings.
International Journal of Child Care and Education Policy, 17, article 12.
Sherfinski, M.
(2023). Spaces for coping with change: Kindergarten educators’ emotional refuges.
International Journal of Early Years Education, 31(1), 79-94.
Peele, M., Wolf, S., Behrman, J. R. et Aber, J. L.
(2023). Teacher depressive symptoms and children's school readiness in Ghana.
Child Development, 94(3), 706-720.
Bosire, J. P. O., Gallagher, K. C., Garrett, A. L. et Babchuk, W.
(2023). Early childhood leadership well-being: A phenomenological examination of workplace stress and supports.
Journal of Early Childhood Research, 21(4), 412-425.
Brophy-Herb, H. E., Brincks, A., Cook, J. L., Stacks, A., Vallotton, C. D., Frosch, C., Carson, R., Wheeler, R., Perkins, H. A. et Jennings. P. A.
(2023). Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use.
Early Education and Development, 34(7), 1545-1564.
Byun, S. et Jeon, L.
(2023). Early Childhood Teachers’ Work Environment, Perceived Personal Stress, and Professional Commitment in South Korea.
Child Youth Care Forum, 52, 1019-1039.
Cramer, T., Cappella, E. et Raver, C. C.
(2023). Advice networks in early childhood education: Predicting teachers’ workplace experiences over time.
Early Childhood Research Quarterly, 65(4), 129-138.
Davies, A. W.
(2023). Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics.
Contemporary Issues in Early Childhood, 24(2), 124–146.
DuShane, D. et Yu, S. Y.
(2023). Preschool and Childcare Expulsion - A Review of the Literature.
Infants & Young Children, 36(3), 177-194.
Gould, K., Boyd, J. et Tesar, M.
(2023). Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand.
Contemporary Issues in Early Childhood, 24(2), 176-188.
Granger, K. L., Hanish, L. D., Abry, T., DeLay, D. et Bradley, R. H.
(2023). Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms.
Early Education and Development, 34(8), 1850-1871.
Hatton-Bowers, H., Clark, C., Parra, G., Calvi, J., Yellow Bird, M., Avari, P., Foged, J. et Smith, J.
(2023). Promising Findings that the Cultivating Healthy Intentional Mindful Educators’ Program (CHIME) Strengthens Early Childhood Teachers’ Emotional Resources: An Iterative Study.
Early Childhood Education Journal, 51, 1291-1304 .
Kamenarac, O.
(2023). Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand.
Contemporary Issues in Early Childhood, 24(3), 268-280.
Mooney Simmie, G. et Murphy, D.
(2023). Professionalisation of early childhood education and care practitioners: Working conditions in Ireland.
Contemporary Issues in Early Childhood, 24(3), 239-253.
Natale, R., Bailey, J., Kolomeyer, E., Futterer, J., Schenker, M. et Bulotsky-Shearer, R.
(2023). Early childhood teacher workplace stress and classroom practices.
Journal of Early Childhood Teacher Education, 44(4), 897-914.
O’Hara-Gregan, J.
(2023). Supporting early childhood teacher well-being through the practice of mindful self-compassion.
Australasian Journal of Early Childhood, 48(4), 319-331.
Quinones, G., Berger, E. et Barnes, M.
(2023). Promoting care for the wellbeing of early childhood professionals in Australia.
Australasian Journal of Early Childhood, 48(4), 307-318.
Richardson, B. M., Vickerson, R. et Bader, N.
(2023). Falling by the “wasteside”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada.
Australasian Journal of Early Childhood, 48(4), 294-306.
Roberts, A. M., Daro, A. M. et Gallagher, K. C.
(2023). Profiles of Well-Being Among Early Childhood Educators.
Early Education and Development, 34(6), 1414-1428.
Siskind, D. G., LaParo, K. M., Crosby, D. A., Hestenes, L. et Smith, J. M.
(2023). Who’s teaching the teachers? An exploration of early childhood teacher preparation program faculty’s cultural competence, work burnout, and teaching efficacy.
Journal of Early Childhood Teacher Education, 44(3), 425-444.
Stone, K. J., Schnake, K. et Moreland, A. D.
(2023). Adverse childhood experiences among early childhood educators and improving teacher health and well-being: Changes in teacher affect.
Early Childhood Research Quarterly, 65(4), 195-204.
Trauernicht, M., Anders, Y., Oppermann, E. et Klusmann, U.
(2023). Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool.
European Early Childhood Education Research Journal, 31(6), 1016-1032.
Walter, H. L., Kutscher, E. L., Fox, H. B. et Tuckwiller, E. D.
(2023). Profiles of early childhood special educator well-being.
Journal of Early Childhood Teacher Education, 44(3), 445-462.
Walter, H. L., Tuckwiller, B. D., Howard, L. C., Spencer, K. H. et Frey, J. R.
(2023). A mixed-methods approach to understanding early childhood special educators’ well-being.
Early Childhood Research Quarterly, 65(4), 374-384.
Wilson, D., Plesko, C., Brockie, T. N. et Glass, N.
(2023). The well-being of head start teachers: a scoping literature review.
Journal of Early Childhood Teacher Education, 44(4), 747-772.
Wiltshire, C.A.
(2023). Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping.
Early Childhood Education Journal, 51(8), 1385-1399.
Zheng, X., Jiang, A. et Luo, Y.
(2023). Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave?
Early Education and Development, 34(7), 1489-1505.
Farewell, C. V., Gonzales, L. D., Privett, A., Maiurro, E. et Puma, J. E.
(2023). Associations between the well-being of the early childhood education workforce and caregiver-child relationships in centre- and home-based settings.
Early Child Development and Care, 193(13-14), 1471-1484. https://doi.org/10.1080/03004430.2023.2256995
Sandoval-Obando, E. E., Pareja-Arellano, N., Hernández-Mosqueira, C. et Riquelme-Brevis, H.
(2023). What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach.
Journal of Pedagogy, 14(2), 97-122.
Barker, K. S., Kim, D.-H. et Pendergraft, E.
(2022). “It Felt Good to Be Included”: A Mixed-Methods Study of Pre-Kindergarten Teachers’ Experiences with Professional Learning.
Early Childhood Education Journal, 50(4), 593-604.
Cheng, X., Zhang, H., Cao, J. et Ma, Y.
(2022). The Effect of Mindfulness-Based Programs on Psychological Distress and Burnout in Kindergarten Teachers: A Pilot Study.
Early Childhood Education Journal, 50(7), 1197-1207.
Clayback, K. A. et Williford, A. P.
(2022). Teacher and Classroom Predictors of Preschool Teacher Stress.
Early Education and Development, 33(8), 1347-1363.
Djonko-Moore, C. M.
(2022). Diversity education and early childhood teachers’ motivation to remain in teaching: an exploration.
Journal of Early Childhood Teacher Education, 43(1), 35-53.
Jeon, H.-J., Diamond, L., McCartney, C. et Kwon, K.-A.
(2022). Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress.
Early Education and Development, 33(8), 1364-1382.
Narea, M., Treviño, E., Caqueo-Urízar, A., Miranda, C. et Gutiérrez-Rioseco, J.
(2022). Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being.
Child Indicators Research, 15(2), 533-551.
Seo, S. et Yuh, J.
(2022). Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators.
Early Childhood Education Journal, 50(7), 1209-1219.
Simons, C., Harden, B. J., Lee, K. A. et Tirrell-Corbin, C.
(2022). Infant-toddler teachers’ early adversity, current wellbeing, and engaged support of early learning.
Early Childhood Research Quarterly, 61(4th Quarter), 158‑169.
Zhou, S. et Li, X.
(2022). Does Organizational Commitment Buffer the Relation between Work-to-family Conflict and Emotional Exhaustion in Chinese Preschool Teachers?
Early Education and Development, 33(7), 1256-1269.
Boudreault, A., Lessard, J. et Guay, F.
(2022). Le sentiment d’efficacité personnelle des enseignants en gestion de classe et leur satisfaction au travail : le rôle explicatif des stratégies de gestion des comportements auprès des élèves qui présentent des problèmes de comportements extériorisés.
Revue canadienne de l’éducation, 45(4), 920-961.
Sullanmaa, J., Pietarinen, J., Lipponen, L., Soini, T. et Pyhältö, K.
(2022). The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach.
European Early Childhood Education Research Journal, 30(6), 930-948.
Guo, Y., Dynia, J. M. et Lai, M. H. C.
(2021). Early childhood Special education teachers’ self-efficacy in relation to individual children : Links to children’s literacy learning.
Early Childhood Research Quarterly, 54, 153‑163.
Organisation for Economic Co-operation and Development (OECD).
(2021). Building a High-Quality Early Childhood Education and Care Workforce.
OCDE Publishing.
Cumming, T., Wong, S. et Logan, H.
(2021). Early childhood educators’ well-being, work environments and ‘quality’: Possibilities for changing policy and practice.
Australasian Journal of Early Childhood, 46(1), 50-65.
Kimaiyo, J. S., Kapkiai, M. et Kiprop, D.
(2021). Working Conditions and Teacher Performance in Public Early Childhood Development Education Centres in Anabkoi Sub County, Kenya.
European Journal of Education Studies, 8(5), 154-164.
Nathalie Bigras Lise Lemay Joanne Lehrer Annie Charron Stéphanie Duval Christelle Robert-Mazaye et Isabelle Laurin
(2021). Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic. 
Early Childhood Education Journal, 49, 775-787.
Tembo, S.
(2021). Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK.
Journal of Early Childhood Research, 19(1), 70-83.
Mowrey, S. C.
(2021). Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures.
Early Childhood Education Journal, 49(3), 527-537.
Li, Z. et Li, J.-B.
(2020). The Association between Job Stress and Emotional Problems in Mainland Chinese Kindergarten Teachers: The Mediation of Self-Control and the Moderation of Perceived Social Support.
Early Education and Development, 31(4), 491-506.
Logan, H., Cumming, T. et Wong, S.
(2020). Sustaining the Work-Related Wellbeing of Early Childhood Educators: Perspectives from Key Stakeholders in Early Childhood Organisations.
International Journal of Early Childhood, 52(1), 95-113.
Zhang, Q., Yin, J., Chen, H., Zhang, Q. et Wu, W.
(2020). Emotional Labor Among Early Childhood Teachers: Frequency, Antecedents, and Consequences.
Journal of Research in Childhood Education, 34(2), 288-305.
McMullen, M. B., Lee, M. S. C., McCormick, K. I. et Choi, J.
(2020). Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality.
Journal of Research in Childhood Education, 34(3), 331-345.
Penttinen, V., Pakarinen, E., Suchodoletz, A. von et Lerkkanen, M.-K.
(2020). Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions.
Early Education and Development, 31(7), 994-1010.
Sandilos, L., Goble, P. et Schwartz, S.
(2020). Burnout and Teacher–Child Interactions : The Moderating Influence of SEL Interventions in Head Start Classrooms.
Early Education and Development, 31(7), 1169-1185.
Cumming, T. et Wong, S.
(2019). Towards a holistic conceptualisation of early childhood educators’ work-related well-being.
Contemporary Issues in Early Childhood, 20(3), 265-281.
Gagnon, S. G., Huelsman, T. J., Kidder-Ashley, P. et Lewis, A.
(2019). Preschool Student–Teacher Relationships and Teaching Stress.
Early Childhood Education Journal, 47(2), 217-225.
Gu, Y., Wang, R. et You, X.
(2019). Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers.
Early Childhood Education Journal, 48(2), 189-202.
Harrison, L. J., Wong, S., Press, F., Gibson, M. et Ryan, S.
(2019). Understanding the Work of Australian Early Childhood Educators Using Time-Use Diary Methodology.
Journal of Research in Childhood Education, 33(4), 521-537.
Moscoso, J. N., Murillo, A. et Jean, A. (dir).
(2019). Les difficultés professionnelles des enseignants.
Éducation et socialisation, 54 (numéro thématique).
Robert, C.
(2019). Éducatrices à l’enfance : des professionnelles en manqué de reconnaissance.
Gazette des femmes.
Shim, S. Y. et Lim, S. A.
(2019). The influence of Korean preschool teachers’ work environments and self-efficacy on children’s peer play interactions: the mediating effect of teacher–child interactions.
Early Child Development and Care, 189(11), 1749-1762.
Lee, A., Kim, H., Faulkner, M., Gerstenblatt, P. et Travis, D. J.
(2018). Work Engagement Among Child-Care Providers: An Application of the Job Demands–Resources Model.
Child & Youth Care Forum, 48(1), 77-91.
Sak, R.
(2018). Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism.
Early Childhood Education Journal, 46(6), 643-653.
Carson, R. L., Baumgartner, J. J., Ota, C. L., Kuhn, A. P. et Durr, A.
(2017). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers.
Early Childhood Education Journal, 45(6), 801-808.
Cassidy, D. J., King, E. K., Wang, Y. C., Lower, J. K. et Kintner-Duffy, V. L.
(2017). Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours.
Early Child Development and Care, 187(11), 1666-1678.
Cumming, T.
(2017). Early childhood educators’ well-being: An updated review of the literature.
Early Childhood Education Journal, 45(5), 583-593.
Royer, N., Moreau, C. et Chiasson-Desjardins, S.
(2017). La qualité de vie au travail des éducatrices de la petite enfance.
Canadian Journal of Education/Revue canadienne de l’éducation, 40(3), 60-91.
Sandilos, L. E., Goble, P., Rimm-Kaufman, S. E. et Pianta, R. C.
(2017). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?
Early Childhood Research Quarterly, 42, 280-290.
Sjödin, F. et Neely, G.
(2017). Communication patterns and stress in the preschool: An observational study.
Child Care in Practice, 23(2), 181-194.
Sadock, V.
(2016). Accords et désaccords en crèche, une partition à jouer quotidiennement.
Revue [Petite] Enfance, 121.
King, E. K., Johnson, A. V., Cassidy, D. J., Wang, Y. C., Lower, J. K. et Kintner-Duffy, V. L.
(2016). Preschool teachers’ financial well-being and work time supports: Associations with children’s emotional expressions and behaviors in classrooms.
Early Childhood Education Journal, 44(6), 5450-553.
Kotaman, H.
(2016). Turkish early childhood teachers’ emotional problems in early years of their professional lives.
European Early Childhood Education Research Journal, 24(3), 365-381.
Nislin, M., Sajaniemi, N., Sims, M., , Suhonen, E., Maldonado, E. F., Hyttinen, S. et Hirvonen, A.
(2016). Occupational well-being and stress among early childhood professionals: the use of an innovative strategy to measure stress reactivity in the workplace.
Open Review of Educational Research, 3(1), 1-17.
Roberts, A., LoCasale-Crouch, J., Hamre, B. et DeCoster, J.
(2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start.
Early Education and Development, 27(5), 642-654.
Whitaker, R. C., Dearth-Wesley, T. et Gooze, R. A.
(2015). Workplace stress and the quality of teacher-children relationships in Head Start.
Early Childhood Research Quarterly, 30, 57-69.
Friedman-Krauss, A. H., Raver, C. C., Morris, P. A. et Jones, S. M.
(2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate.
Early Education and Development, 25(4), 530-552.

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