A Survey of Canadian Early Childhood Educators’ Psychological Wellbeing at Work

Royer, Nicole; Moreau, C. Page

doi:10.1007/s10643-015-0696-3

Cited by 37 publications

(37 citation statements)

References 23 publications

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“…An important facet of professionalism is autonomy, which is linked to psychologically healthy workplaces. Decision makers need to pay attention to early childhood educators' psychological well-being at work, as it depends on their feelings of autonomy, and without it, they are at risk of becoming unwell (Royer & Moreau, 2015). In addition, mental health in the workplace is important if childcare centres are to be the healthy, safe, and exciting places they are intended to be.…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

O'Keefe¹,

Hooper²,

Jakubiec³

2019

J Child. Stud.

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Despite policy changes in a growing number of countries to increase the quality of early years education through the introduction of national curricular frameworks, conceptualizations of early childhood professionals remain distinctly variegated. Early learning curriculum frameworks have become embedded into the 21st-century early learning movement, creating a shift in professional deliverables and system expectations. This study explores how early childhood educators (ECEs) in Prince Edward Island (PEI) understand the concept of professionalism in their everyday practice. The researchers used qualitative methodology and a variety of methods, including workshops, interviews, and field notes, to gain insight into how ECEs understand professionalism. The data was analyzed through thematic analysis and understood through the lens of sociocultural theories of learning that embrace communities of practice as a positive way to promote professional learning. Primary findings explore (1) how ECEs understand professionalism in PEI, (2) positive and negative impacts on their understanding of professionalism in their daily practice, and (3) professional development opportunities that impact professionalism in the early childhood field.

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Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

O'Keefe¹,

Hooper²,

Jakubiec³

2019

J Child. Stud.

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“…As noted by Ross, Nicol, and Higgins (2007), teachers' in-depth perspectives about their role in changing practice, particularly in the case of advancing outdoor play, is important. As part of their role, Royer and Moreau (2016) suggested that the psychological well-being of early learning teachers, such as their feeling of competency and desire for involvement, influences practice. This reinforces the importance of emerging and early learning teachers having exposure to outdoor play pedagogy both in their formal schooling and as part of their professional learning options.…”

Section: 5%mentioning

confidence: 99%

“…These changes, combined with a new generation of early learning teachers entering the profession, many of whom have limited experiences in nature (Crim, Desjean-Perrotta, & Mosley, 2008;Ernst & Tornabene, 2012;Gustafsson, Szczepanski, Nelson, & Gustafsson, 2012;Gustavsson & Pramling, 2014), is adding to the relevance of the discussion that calls for more support for early learning teachers in their outdoor play practice. There appears to be consensus in the literature of the importance of early learning teachers having access to and in acquiring credentials and competencies that reflect current evidencebased practices (Douglass, Carter, Smith, & Killins, 2015;Royer & Moreau, 2016) reflective of outdoor play pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Perceptions That Early Learning Teachers Have About Outdoor Play and Nature

Dietze

Kashin

2019

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This study explored voices of early learning teachers engaged in discussions in an online outdoor play and nature pedagogy course. Three core questions were investigated that focused on early learning teachers’ perceptions and practices of children’s access to quality outdoor play and nature experiences. The results support previous research that indicated that teachers’ perceptions, experiences, values, knowledge, and attitudes influence children’s outdoor play experiences. The findings suggest the need to increase access to professional learning that contributes to early learning teachers enhancing their confidence, awareness, and intentional programming, which results in shifting attitudes to fully embrace outdoor play and pedagogy.

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“…These perspectives prevail despite the consensus that a skilled early years workforce is essential (Sumison et al, 2015 and we can acknowledge that efforts to promote the value and status of the early years workforce have been made over the past decade as outlined in the previous section, however, in a review of recent literature on practitioner well-being, Cumming (2016) highlights research that demonstrates how pay and conditions can have an impact on practitioner well-being (Boyd, 2013) in addition to feelings of competency (Royer and Moreau, 2015) with practitioner confidence being affected by perceptions about 'right'…”

Section: The Impact Of Early Years Policy On Practice In Englandmentioning

confidence: 99%

“…The status of the early years workforce within England remains low and the limited pay and conditions (Cooke and Lawton, 2008) has a negative effect upon practitioner wellbeing (Boyd, 2013) competency (Royer and Moreau, 2015) and practice which is constrained by the views that there are 'right' ways of thinking and doing (Cumming, 2015). In addition, training for early years practitioners such as the Early Years Educator qualification (focuses on the content curriculum, the what rather than the how (Carr and Claxton, 2004) the product rather than the process (Laevers, 2005).…”

Section: Practitioner Knowledge and Understandingmentioning

confidence: 99%

Challenging or creative? Impatient or curious? Disposition discourse in the early years

Rawding¹

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Two-year olds are inherently curious about the world around them and in the absence of prior knowledge are creative in the ways they respond to new experiences. Dispositions such as creativity and curiosity can influence motivations for learning and development which in our rapidly changing society are invaluable for lifelong learning and workplace success. Although the subject of learning dispositions has gained research interest more recently, the significance of curiosity and creativity as key dispositions to very early learning and development has not been explored in relation to practice for this age range, despite the rapid growth and development taking place at this time and the obvious value of embedding positive early learning habits. It is here that this research makes a unique contribution. An interpretivist approach was taken for this research in order to generate an in-depth insider perspective. Semi-structured interviews were used to gain an insight into early years practitioner knowledge and understanding of curiosity and creativity as dispositions, to explore the ways in which they support the learning and development of two-year olds and to investigate their perspectives on the role and function of early childhood education and care.

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A Survey of Canadian Early Childhood Educators’ Psychological Wellbeing at Work

Cited by 37 publications

References 23 publications

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

Exploring early childhood educators’ notions about professionalism in Prince Edward Island

Perceptions That Early Learning Teachers Have About Outdoor Play and Nature

Challenging or creative? Impatient or curious? Disposition discourse in the early years

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