Teacher Well-Being in Early Childhood

A Resource for Early Care and Education Professionals

Angela C. Baum, Kerrie L. Schnake (Autoren)

Buch | Softcover

208 Seiten

2024
Teachers' College Press (Verlag)
978-0-8077-6912-6 (ISBN)

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A teacher’s well-being has a powerful impact on their work with children, families, and colleagues, and can influence the overall quality of the program in which they are employed. With a specific focus on the unique factors related to the field of early childhood care and education, this book discusses the concept of well-being and how it applies specifically to teachers of young children. The authors provide a rationale and guidance for integrating teacher well-being content into both preservice and inservice professional learning environments. This comprehensive resource also explores the implications of, and connections between, teacher well-being, equity, and social justice. The authors share examples of well-being programs that have been implemented throughout the United States and examine the policy and practice efforts that are necessary to embed well-being culture into early care and education programs.

Book Features:

An orientation to teacher well-being for the field of early care and education that includes definitions, rationales, impacts, examples, strategies, and recommendations.
Research-based and practical so readers not only understand the importance of teacher well-being but also come away with specific ideas for application and implementation.
Accessible language and user-friendly format that includes graphics and callout boxes to extend readers’ understanding of the content and provide opportunities for self-reflection.
Support for a wide range of stakeholders, including professionals in childcare, preschool, and private and public school programs.

Angela C. Baum is associate dean for academic affairs and a professor of early childhood education at the University of South Carolina. Kerrie L. Schnake is the chief executive officer of the South Carolina Infant Mental Health Association.

Contents

Preface xi

1. Laying the Foundation: Understanding Early Childhood Teacher Well-Being 1

Key Issues Addressed in This Chapter 1

What Is Well-Being? 1

Well-Being and Early Childhood Care and Education Professionals 4

The Eight Dimensions of Wellness 6

Influences on the Eight Dimensions of Wellness 8

Our Guiding Conceptual Framework 20

Summary and Conclusions 25

2. The Importance of Teacher Well-Being 27

Key Issues Addressed in This Chapter 27

The Impact of Teacher Well-Being 27

Summary and Conclusions 42

3. Well-Being Within Early Childhood Teacher Preparation Programs 45

Key Issues Addressed in This Chapter 45

Facilitating Preservice Teachers’ Understandings of Teacher Well-Being 46

What Teacher Well-Being Is . . . and What It Isn’t 46

Understanding and Supporting the Well-Being of Preservice Teachers 49

Supporting Early Childhood Teacher Well-Being Through Effective Teacher Preparation 53

Strategies to Manage Personal Well-Being 64

Summary and Conclusions 69

4. Promoting Well-Being With Practicing Teachers 71

Key Issues Addressed in This Chapter 71

Promoting Early Childhood Educator Well-Being Across the Ecosystem 72

Relationships: The Magic Sauce in Every Well-Being Recipe 86

Well-Being Champions 91

Readiness for Change 92

Goal Setting 96

Summary and Conclusions 97

5. Learning From Others: Illustrations of Well-Being Programs and Initiatives 99

Key Issues Addressed in This Chapter 99

Supported Self-Care 100

Limited Well-Being Promotion Activities 102

Examples of Well-Being Programs for Early Childhood Educators 105

Summary and Conclusions 118

6. Wells and Frontiers: Deepening and Broadening Our Understanding of Teacher Well-Being Through the Intersectionality of Race and Gender 119

Dr. Eva Marie Shivers

Rationale 120

Framework(s) 120

History of Childcare Workers in the United States Through a Racialized Lens 123

Social and Structural Determinants of Teachers’ Well-Being 126

Attachment, Culture, and Trauma 127

Internal Processes 130

Moving From Margin to Center: How Can We Deepen and Expand Our Awareness of Teacher Well-Being? 131

Spirituality—Black Liberation Theology 132

Conclusion: A Call to Decolonize Our Understanding and Support of Teacher Well-Being 132

7. Where Do We Go From Here?: Considerations for Policy and Practice 135

Key Issues Addressed in This Chapter 135

Education, Penalties, and Myths 137

Fair Compensation and the Burden of Early Childhood Education Costs 142

Regulations, Standards, and Measures of Quality 144

Societal Perceptions of Young Children and Early Childhood Educators 148

Summary and Conclusions 153

References 155

Index 179

About the Authors and Contributor 189

Erscheinungsdatum	31.05.2024
Reihe/Serie	Early Childhood Education Series
Co-Autor	Eva Marie Shivers
Mitarbeit	Herausgeber (Serie): Nancy File, Christopher P. Brown
Verlagsort	New York
Sprache	englisch
Maße	156 x 229 mm
Gewicht	295 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
Themenwelt	Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
ISBN-10	0-8077-6912-6 / 0807769126
ISBN-13	978-0-8077-6912-6 / 9780807769126
Zustand	Neuware