Physical, Mental, and Financial Stress Impacts of COVID-19 on Early Childhood Educators

Swigonski, Nancy L.; James, Brandy; Wynns, Whitley; Casavan, Kara

doi:10.1007/s10643-021-01223-z

Cited by 55 publications

(57 citation statements)

References 33 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Across the globe, research has revealed the negative impacts of the COVID-19 pandemic on the mental health of young children and their caregivers (Calvano et al, 2021 ; Giannotti et al, 2021 ; Imran et al, 2020 ; Swigonski et al, 2021 ). The pandemic has caused increases in financial, physical, and mental stress, experiences of depression, and adverse childhood experiences, which have been recorded both at home and in the early childhood education setting.…”

mentioning

confidence: 99%

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

Bockmann

2022

Early Childhood Educ J

View full text Add to dashboard Cite

mentioning

confidence: 99%

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

Bockmann

2022

Early Childhood Educ J

View full text Add to dashboard Cite

“…The indirect pathway from inhibitory control to expulsion risk through student-teacher closeness was also significant, indicating that student-teacher closeness is one mechanism through which stronger behavioral inhibition reduces expulsion risk. These findings are notable in the context of the COVID pandemic, in which many parents reported increases in tantrums, anxiety and clinginess (Egan et al, 2021) and early childhood educators reported declining physical and mental health (Swigonski et al, 2021).…”

Section: Discussionmentioning

confidence: 90%

Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

Loomis

Freed

Coffey

2022

Early Childhood Educ J

View full text Add to dashboard Cite

Identifying factors related to expulsion risk is of great need due to the high and disparate rates of young children routinely excluded from preschool classrooms. This study aimed to explore the pathways to expulsion risk among a sample of 88 preschool children from 22 Head Start classrooms. Data were collected on children's inhibitory control using the Child Behavior Questionnaire, the closeness subscale of the Student-Teacher Relationship Scale, and on children's overall expulsion risk using the Preschool Expulsion Risk Measure. Direct pathways from children's inhibitory control and student-teacher closeness to expulsion risk were significant. Results indicated that student-teacher closeness mediated the relationship between children's inhibitory control and expulsion risk, indicating the importance of supporting positive relationships in preschool classrooms to disrupt pathways to expulsion. Implications for practices and future research to prevent expulsion are discussed.

show abstract

“…Over a quarter of educators in our sample agreed that the pandemic changed their physical well-being. Early educators in other states have reported similarly high levels of pandemic-related stress and mental health challenges ( Swigonski et al, 2021 ; Weiland et al, 2021 ). Although evidence is mounting that the pandemic had widespread, adverse impacts on well-being for many individuals and communities ( Xiong et al, 2020 ), there is reason to believe the consequences may be particularly severe for early educators.…”

Section: Discussionmentioning

confidence: 99%

An ecological perspective on early educator well-being at the start of the COVID-19 pandemic

Hanno

Gardner

Jones

et al. 2022

Early Childhood Research Quarterly

View full text Add to dashboard Cite

Early educator well-being is increasingly understood as a critical ingredient of high-quality early education and care. The COVID-19 pandemic has threatened educator well-being by exacerbating existing stressors and introducing novel stressors to all aspects of early educators’ lives, and early educators have had differential access to resources to cope with these new circumstances. Using survey data collected between April and June 2020 with a sample of 666 early educators in community-based center, family child care, Head Start, and public school prekindergarten programs across Massachusetts, we document the pandemic's initial influence on educators’ sense of well-being. Adopting an ecological perspective, we consider educator-, program-, and community-level factors that may be associated with reported changes in well-being. Most educators indicated that their mental and financial well-being had been affected. These changes were not systematically associated with most contextual factors, although there was clear evidence of variability in reported impacts by provider type. These findings underscore the need to support educator well-being, as well as to create policy solutions that meet the heterogeneous needs of this essential workforce.

show abstract

Physical, Mental, and Financial Stress Impacts of COVID-19 on Early Childhood Educators

Cited by 55 publications

References 33 publications

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature

Inhibitory Control, Student–Teacher Relationships, and Expulsion Risk in Preschools: An Indirect Effects Path Analysis

An ecological perspective on early educator well-being at the start of the COVID-19 pandemic

Contact Info

Product

Resources

About