A5013178441- Early Childhood Education and Development
- Child and Adolescent Psychosocial and Emotional Development
- Family and Disability Support Research
- Parental Involvement in Education
- Infant Development and Preterm Care
Michigan State University
2020-2025
A growing body of research characterizes the stressful nature early childhood teachers’ work with children and families, although less is known about experiences infant/toddler (I/T) teachers. This qualitative study aimed to explore workplace stressors supports at outset COVID-19 pandemic. Data were collected from interviews 22 I/T teachers a Midwestern state in United States late spring summer 2020. Researchers conducted thematic analysis develop then finalize themes during The findings...
This study described infant/toddler teachers’ (N = 106) perceptions of stress intensity and exhaustion (emotional, physical, mental) intensity. We examined the associations between reports sources coping strategy use. Using ecological momentary assessment (EMA), teachers from Early Head Start (EHS), EHS childcare-partnerships, or independent childcare programs (Midwestern U.S.) completed twice-weekly of: intensity; (workload, children’s behaviors, personal life); and, strategies (support...