Culturally Responsive Peer Support Groups during COVID-19 for the Spanish-Speaking Early Childhood Education Workforce

Autor/inn/en	McKeating, Eileen; Mulcahy, Kaitlin; Andrade, Gloria; Catalano, Corinne G.
Titel	Culturally Responsive Peer Support Groups during COVID-19 for the Spanish-Speaking Early Childhood Education Workforce
Quelle	In: ZERO TO THREE, 43 (2023) 3, S.26-32 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Early Childhood Education; COVID-19; Pandemics; Culturally Relevant Education; Social Support Groups; Spanish Speaking; Peer Relationship; Private Education; Minority Groups; Sense of Community; Stress Management; Early Childhood Teachers; Child Caregivers; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social support; Soziale Unterstützung; Peer-Beziehungen; Privatunterricht; Ethnische Minderheit; Stressmanagement; Stressbewältigung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Soziokulturelle Theorie
Abstract	Relationships are the foundation of the early childhood professional's work with infants and young children in their care. Caregiver behavior deeply influences a child's capacity to cope with stress. Supporting caregivers emotionally allows them to be more regulated and available to infants, children, and families. The stress of COVID-19 has undoubtedly impacted the psychological health of many, most notably, the early childhood education (ECE) workforce who are disproportionately women of color. This article will focus on facilitated groups for Spanish-speaking providers and will outline socioculturally attuned support, provided to underserved early childhood professionals in private ECE establishments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01