Infusing Mindfulness Practices Into Professional Support for Early Childhood Educators in Post-COVID Dynamics

• In Event: Responding to Factors Impacting Early Care and Education

Abstract

Using a trauma-informed approach, this study developed and implemented an in-service professional learning (PL) program in several child care centers serving urban minority communities in an urban area where the confirmed cases of COVID-19 were among the highest. The PL program introduced early childhood educators’ strategies (remote and in-person instruction) to integrate early literacy instruction and social emotional instruction, while promoting teachers’ own professional wellbeing during the pandemic. 169 teachers participated in the online survey component of this study for revealing the challenges in teaching amid the pandemic. 15 teachers participated the PL workshop and ongoing mentoring. Results showed that individualized professional support, and mindfulness practices are beneficial to both teachers' professional growth and children's learning.

Authors

• Chenyi Zhang, Georgia State University
  Presenting Author

• Gary E. Bingham, Georgia State University
  Non-Presenting Author

• Natalie R. Davis, University of Michigan
  Non-Presenting Author