Files

Download

Download Full Text (2.7 MB)

Description

This brief report describes issues and opportunities related to early childhood educators' emotional well-being that emerged from a survey exploring how the COVID-19 was affecting early educators across New York City and New York State (n=3355). We argue, given the impacts that teachers reported and the scale of the pandemic, that a trauma-informed systems perspective is needed in order to support early childhood educators.

Publication Date

Summer 7-15-2020

Publisher

New York Early Childhood Professional Development Institute, CUNY

City

New York

Keywords

Early Childhood, Workforce, COVID-19, Mental Health, Trauma Informed Systems

Disciplines

Early Childhood Education | Educational Administration and Supervision | Educational Leadership | Mental and Social Health | Online and Distance Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being

Share

COinS