Poster #52 - The Pandemic of Protocols: Teacher Conceptualization of Child Development and a Strength-Based way Forward

• In Event: Poster Session 01

Abstract

Participation in low-income early childhood (LIEC) programs were interrupted during the Covid-19 pandemic, impacting children's development (Barnett & Jung, 2021) and learning environments. As front-line childcare workers, teachers’ perspectives are key in conceptualizing pandemic-related impact on learning environments, and children (Bigras et al, 2021), and identifying rising strengths. This study uses the Bioecological Model (Bronfenbrenner & Morris, 2007) and aims to inform LIEC programs by answering the questions:

Q1: How have pandemic-related stressors impacted child development and learning environments in early childhood programs?

Q2: What identified strengths can mitigate further pandemic-related effects on child development and early education programs?

Q3: How have stressors impacted the early childhood school environment year-over-year?

Data for this study was obtained through a partnership between Suffolk University and two LIEC programs in the Greater Boston Area. A total of 50 teachers (all female with experience ranging from 1-25 years) participated in this study. During the spring of 2021 five focus groups were held via Zoom. Approximately 1 year later two more focus groups were held, making the second wave of data. Time for focus groups was allotted for participants in place of a staff meeting during a school day. Prior to data collection participants read a brief description of the study with a link to permissions/consent via Qualtrics. Focus groups had between 3-9 participants and lasted between 35-55 minutes.

Data for both waves were analyzed using a thematic analysis approach consistent with Braun and Clarke (2006), where two researchers open-coded all transcripts and created a codebook. To ascertain interrater reliability McAlister et al.’s (2017) approach was used. After the first round of resolutions, interrater reliability was at .86 which was deemed high for this study. Codes were then compounded into themes and reviewed in terms of purpose and research questions.

Upon analysis, four themes were extracted:

1: The expectation to teach while handling covid protocols increased stress in the classroom leading to decreased educational opportunities that previously enhanced child development in both years (Q1).

2: Despite the stressors of the pandemic, relationships between teachers, colleagues, and parents were prioritized and connections were strengthened in both years (Q2).

3: Although social and academic readiness is a concern, the changes in learning environments became a strength seen through positive learning and developmental outcomes for children in both years (Q2).

4: Increased stress and decreased administrative support affected children and classroom environment more over time (Q3).

The pandemic has impacted early child development; however, teachers’ main stressor was following protocols while maintaining positive learning environments for children. Despite this stress, early childhood staff came together in collaboration, creativity, and resourcefulness to support children, families, and each other—creating stronger mesosystems ideal for positive child development. Children have shown and grown resilience in their classrooms, as well. They have developed coping skills, independence, and resourcefulness that LIEC programs can build upon in the coming years. Year-over-year changes in stress and support imply the need for consistent reassessment of pandemic-related protocols and continued/increased support of children’s microsystems, specifically involving teachers.

Authors

• Molly DuBuc, Suffolk University
  Presenting Author

• Victoria Scheuren

• Jenna Agnone

• Rosemarie DiBiase, Suffolk University