Family Child Care Support and Implementation: Current Challenges and Strategies from the Perspectives of Providers

Herman, Emily R.; Breedlove, Meghan; Lang, Sarah

doi:10.1007/s10566-021-09613-5

Cited by 9 publications

(1 citation statement)

References 44 publications

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“…Even though the ECE industry was projected to be one of the fastest growing (Lockard & Wolfe, 2012 ), teachers are demonstrated to leave the field at rates of up to 25% per year (Bassok et al, 2021 ; Whitebook et al, 2014 ). These levels of attrition are demonstrated to be related to the particular conditions under which they operate (e.g., compensation, managing children; Curbow et al, 2000 ; Deery-Schmitt & Todd, 1995 ; Herman et al, 2021 ; Kim et al, 2022 ). In addition to these described teach er stressors which affect teachers, generally, ECE teachers also deal with teach ing stress (Abidin et al, 2004, as cited in Gagnon et al, 2019 )—stress stemming from the emotionality of working with young children (Buettner et al, 2016 ; Jeon et al, 2016 ).…”

Section: Teacher Stressmentioning

confidence: 99%

Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping

Wiltshire

2022

Early Childhood Educ J

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Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled “at risk” for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students’ sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-022-01387-2.

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