Stein Rachel, Garay Megan, Nguyen Anh
School of Education and Human Development, University of Colorado Denver, 1201 Larimer St., Denver, CO 80204 USA.
Early Child Educ J. 2022 Dec 30:1-12. doi: 10.1007/s10643-022-01438-8.
Early childhood educators (ECEs) face several workplace challenges, including young children's difficult behavior and mental health needs, workplace stress, low systemic support, and high levels of burnout. Both education and perceived confidence are often cited as important buffering factors, yet neither is well studied in the existing literature. The present study aimed to better understand and describe these factors. A survey, including both open and closed questions, was sent out to a large group of ECEs. Results were analyzed using descriptive statistics, T-tests, and the constant comparison method of qualitative coding. Findings suggest that the types of training ECEs have had is related to their comfort in recognizing and responding to young children's mental health and challenging behaviors. Both systemic changes and didactic needs were cited as necessary to further support ECEs.
The online version contains supplementary material available at 10.1007/s10643-022-01438-8.
幼儿教育工作者面临诸多工作场所挑战，包括幼儿的难管教行为和心理健康需求、工作压力、系统支持不足以及职业倦怠程度高。教育和感知到的信心常被视为重要的缓冲因素，但现有文献对二者的研究都不够充分。本研究旨在更好地理解和描述这些因素。向一大群幼儿教育工作者发放了一份包含开放式和封闭式问题的调查问卷。使用描述性统计、T检验和定性编码的持续比较法对结果进行了分析。研究结果表明，幼儿教育工作者接受的培训类型与他们识别和应对幼儿心理健康及具有挑战性的行为时的舒适度有关。系统性变革和教学需求都被认为是进一步支持幼儿教育工作者所必需的。
在线版本包含可在10.1007/s10643-022-01438-8获取的补充材料。
