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Early Childhood Professional Well-Being: Multiple Perspectives on Outcomes and Implications From Three Projects
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Torrey Hills ASession Type: Symposium
Abstract
Early childhood professional well-being (ECPW) is linked to burnout, teacher depression, turnover, and decreased capacity to care sensitively for young children and families in early childhood settings. ECPW is increasingly considered a factor of quality with implications for research, policy, and practice. This symposium addresses three research-based projects that examine this: (1) factors found to comprise a comprehensive description of ECPW including community belonging, safety and security, and professional identity; (2) a program designed to promote teacher emotion regulation and socioemotional learning; and (3) impact of the Covid-19 pandemic on the well-being of preschool teachers representing three different teaching modalities.
Sub Unit
Chair
Papers
"I Feel Honored to Work With Children": Needs and Motivations Supporting Early Childhood Professional Well-Being - Kate McCormick, SUNY - College at Cortland; Mary Benson McMullen, Indiana University; Jieun Choi, Seoul Women's University
"I Now Acknowledge My Feelings and Others' Emotions": Supporting Early Childhood Teachers With Mindfulness - Holly HB, University of Nebraska - Lincoln; Carrie Clark, University of Nebraska - Lincoln; Gilbert Parra, University of Nebraska - Lincoln; Pearl Avari, University of Nebraska - Lincoln
Early Childhood Teachers' Physical Activity, Well-Being, and Life Satisfaction During the COVID-19 Pandemic - Timothy G. Ford, University of Oklahoma; Kyong-Ah Kwon, University of Oklahoma; Ken Randall, Oklahoma State University; Jessica Tsotsoros, University of Oklahoma Health Sciences Center