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This is the first in a series of reports based upon a survey conducted with 3355 early childhood educators across New York City and New York State, which sought to understand how they were faring during the early phases of the COVID-19 pandemic (May 2020). Among the key findings were: (1) at that time the emotional stress of the pandemic was affecting respondents more than health and financial stressors; (2) Educators’ need for mental health supports exceed other areas of support requested; (3) approximately 70% were engaged in remote instruction in New York City and half were providing remote instruction in the rest of state; (4) approximately 1 in 5 program leaders reported that their program was closed and providing no services; (5) remote learning was prevalent, and staff were committed to, but struggling with, delivering engaging and developmentally meaningful approaches; (6) respondents were struggling to meet administrative demands, particularly related to documentation; (7) partnering with families was challenging, given varied circumstances and limited access to resources and learning materials; (8) approximately 60% of program leaders reported they were fully paying their staff; and (9) programs funded through parent fees were most frequently closed and had furloughed or laid off staff.
New York Early Childhood Professional Development Institute, CUNY
Early Childhood, Workforce, COVID-19, Policy
Disability and Equity in Education | Early Childhood Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Online and Distance Education
Tarrant, K., & Nagasawa, M. (2020). New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System. New York Early Childhood Professional Development Institute, CUNY. https://educate.bankstreet.edu/sc/2
Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Online and Distance Education Commons