Early Childhood Educators' Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities during the Early Stage of the Pandemic

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Autor/inn/en	Bigras, Nathalie; Lemay, Lise; Lehrer, Joanne; Charron, Annie; Duval, Stéphanie; Robert-Mazaye, Christelle; Laurin, et Isabelle
Titel	Early Childhood Educators' Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities during the Early Stage of the Pandemic
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.775-787 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bigras, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01224-y
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Child Care Centers; Child Caregivers; School Closing; Well Being; Teacher Attitudes; Preschool Teachers; Stress Variables; Work Environment; Parents; Interaction; Educational Technology; Technology Uses in Education; Early Childhood Teachers; Computer Mediated Communication; Canada + Suchen Sie Ihr Suchwort? Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; School closings; Schule; Schließung; Schließung (von Schulen); Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Arbeitsmilieu; Eltern; Interaktion; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Computerkonferenz; Kanada
Abstract	This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency childcare services" available to parents considered to be essential workers. Therefore, few children attended, and most educators worked remotely. In May 2020, 372 educators completed an online questionnaire regarding their emotional state, challenges, and learning opportunities. Results indicate that half of the respondents reported a decrease in their level of well-being at work and an increase in their stress level. Educators working remotely were more likely to report a lower level of stress than when working with children at daycare (36.1% vs 19.7%). Despite these findings, educators estimated that the parents who used their emergency childcare service presented either high (37.7%) or average (32.2%) levels of wellbeing. The factors that educators identified as facilitating their interactions with families included parental recognition of their work (11.68%) and direct contact with them (12.62%). While many tasks accomplished at home were done for the first time during this period (i.e., creating video capsules for children and parents, virtual meetings with children and colleagues), a large majority of respondents reported that these tasks made them feel useful. Working at their own pace (34.7%) was seen as the principal advantage of remote working. Finally, 28.84% mentioned that the reduced ratio (1:2 or 1:3) was a facilitating factor that they would like to maintain during the upcoming reopening phase. The discussion uses the Job Demands and Resources theoretical framework (Bakker and Demerouti in Wellbeing 3(2):1-28, 2014; Dicke et al. in J Occupat Health Psychol 23(2): 262-277, 2017) to explain the educators' work-related demands and emotional state in both remote and CPE working pandemic contexts. In conclusion, we argued that this pandemic reveals the complexity, but also the essential nature of the work of early childhood educators, in particular by identifying their needs for support and recognition essential to their professional commitment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01