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Early Education Programs, Teacher Well-Being, and Children's Development
Mon, April 20, 2:15 to 3:45pm, Virtual RoomSession Type: Symposium
Abstract
Evidence shows that early care and education (ECE) experiences can have a considerable influence on children’s development, and that the adults who care for children in these settings are essential to their success. In 2015, a National Academies report documented both the importance of early educators for supporting young children, and the need for better training, leadership, and compensation to support teacher wellbeing and teacher practice. This symposium builds on this report by exploring program-level predictors of wellbeing, teachers’ intention to stay at their program, and ultimately, children’s development, and in doing so builds our understanding of how program and teacher characteristics shape development, and identifies new targets for policymakers hoping to support early education.
Sub Unit
Chair
Papers
Cross-Sector Differences in the Well-Being of the Early Childhood Workforce: New Evidence From Louisiana - Anna J Markowitz, University of California Los Angeles; Daphna Bassok, University of Virginia
Work Climate and Early Childhood Teachers' Stress: Indirect Associations Through Emotion Regulation - Lieny Jeon, Johns Hopkins University; Katherine Ardeleanu, Johns Hopkins University
Workplace Social Support and Early Educators' Turnover Intentions - Justin Brian Doromal, University of Virginia; Daphna Bassok, University of Virginia; Anna J Markowitz, University of California Los Angeles
Teacher Depression and Child Math Achievement: The Roles of Teacher-Parent Relationships and Approaches to Learning - Shinyoung Jeon, University of Oklahoma; Lieny Jeon, Johns Hopkins University; Sarah Lang, The Ohio State University; Kaitlyn Newell, CAP Tulsa