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Infant and toddler teachers perspectives on interconnections between relationships and professional well-being during the COVID-19 pandemic.

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Název: Infant and toddler teachers perspectives on interconnections between relationships and professional well-being during the COVID-19 pandemic.
Autoři: Green, Kayla Stinson, Johnson, Ana, Brophy-Herb, Holly E, Cook, Jody, Barron, Carla, Kim, Loria, Perkins, Haiden A, Stacks, Ann, Vallotton, Claire D, Borelli, Jessica L
Zdroj: Journal of Early Childhood Research; Sep2025, Vol. 23 Issue 3, p322-336, 15p
Témata: COVID-19, INTERPERSONAL relations, EARLY childhood teachers, EARLY childhood educators, JOB satisfaction, QUALITATIVE research, EARLY childhood education, JOB stress
Abstrakt: A growing body of research characterizes the stressful nature of early childhood teachers' work with children and families, although less is known about the experiences of infant/toddler (I/T) teachers. This qualitative study aimed to explore infant/toddler teachers' workplace stressors and workplace supports at the outset of the COVID-19 pandemic. Data were collected from interviews with 22 I/T teachers from a Midwestern state in the United States late spring and early summer 2020. Researchers conducted a thematic analysis of the interviews to develop and then finalize themes of teachers' stressors and supports during the pandemic. The findings revealed an emphasis on the relational work of I/T care and education. Specifically, the data reflected the deep affection and concern teachers feel for children and families, and the importance of teachers' relationships with children, colleagues, and administrators as contributors to teachers' well-being amidst stress. Findings complement the existing research on the effects of COVID-19 on I/T teachers by highlighting teachers' needs for personal and professional support and the professional satisfaction they get from their close relationships with children, and findings suggest the importance of the psychological rewards of ECE work to well-being. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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PubType: Academic Journal
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  Data: Infant and toddler teachers perspectives on interconnections between relationships and professional well-being during the COVID-19 pandemic.
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  Data: <searchLink fieldCode="AR" term="%22Green%2C+Kayla+Stinson%22">Green, Kayla Stinson</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Ana%22">Johnson, Ana</searchLink><br /><searchLink fieldCode="AR" term="%22Brophy-Herb%2C+Holly+E%22">Brophy-Herb, Holly E</searchLink><br /><searchLink fieldCode="AR" term="%22Cook%2C+Jody%22">Cook, Jody</searchLink><br /><searchLink fieldCode="AR" term="%22Barron%2C+Carla%22">Barron, Carla</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Loria%22">Kim, Loria</searchLink><br /><searchLink fieldCode="AR" term="%22Perkins%2C+Haiden+A%22">Perkins, Haiden A</searchLink><br /><searchLink fieldCode="AR" term="%22Stacks%2C+Ann%22">Stacks, Ann</searchLink><br /><searchLink fieldCode="AR" term="%22Vallotton%2C+Claire+D%22">Vallotton, Claire D</searchLink><br /><searchLink fieldCode="AR" term="%22Borelli%2C+Jessica+L%22">Borelli, Jessica L</searchLink>
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  Data: Journal of Early Childhood Research; Sep2025, Vol. 23 Issue 3, p322-336, 15p
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22INTERPERSONAL+relations%22">INTERPERSONAL relations</searchLink><br /><searchLink fieldCode="DE" term="%22EARLY+childhood+teachers%22">EARLY childhood teachers</searchLink><br /><searchLink fieldCode="DE" term="%22EARLY+childhood+educators%22">EARLY childhood educators</searchLink><br /><searchLink fieldCode="DE" term="%22JOB+satisfaction%22">JOB satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22QUALITATIVE+research%22">QUALITATIVE research</searchLink><br /><searchLink fieldCode="DE" term="%22EARLY+childhood+education%22">EARLY childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22JOB+stress%22">JOB stress</searchLink>
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  Label: Abstract
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  Data: A growing body of research characterizes the stressful nature of early childhood teachers' work with children and families, although less is known about the experiences of infant/toddler (I/T) teachers. This qualitative study aimed to explore infant/toddler teachers' workplace stressors and workplace supports at the outset of the COVID-19 pandemic. Data were collected from interviews with 22 I/T teachers from a Midwestern state in the United States late spring and early summer 2020. Researchers conducted a thematic analysis of the interviews to develop and then finalize themes of teachers' stressors and supports during the pandemic. The findings revealed an emphasis on the relational work of I/T care and education. Specifically, the data reflected the deep affection and concern teachers feel for children and families, and the importance of teachers' relationships with children, colleagues, and administrators as contributors to teachers' well-being amidst stress. Findings complement the existing research on the effects of COVID-19 on I/T teachers by highlighting teachers' needs for personal and professional support and the professional satisfaction they get from their close relationships with children, and findings suggest the importance of the psychological rewards of ECE work to well-being. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Early Childhood Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1476718X251318890
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        Text: English
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              Text: Sep2025
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