Teacher Well-Being in Early Childhood

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.

“Angela Baum and Kerrie Schnake have crafted a thoughtful, intentional, and well-researched resource on what it means and what it takes to champion the well-being of early childhood professionals. Seeking to transform the narrative and the system, this gem of a text provides ecologically informed perspectives, useful practice connections for professionals throughout their careers, thoughtful policy directions, and an overarching lens of social justice and equity.”
—Kathleen (Kate) Gallagher, director of research and evaluation, Buffett Early Childhood Institute

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