The Well-Being of Early Childhood Providers in Ireland

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-09-26 DOI:10.1007/s10643-024-01767-w
Laura Gormley, Roberta Hines
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Abstract

Early childhood professionals play a critical role in the lives of the children they work with, and their psychological well-being significantly impacts this relationship. Over recent years, societal changes, coupled with new policy, has increased the demands and pressures faced by these professionals. Therefore, the current mixed methods study set out to explore the well-being of early childhood providers (i.e., owner, owner-managers) in Ireland. In total, 489 participants completed the anonymous online survey, which included the WHO-5 questionnaire and an open-ended question that explored reasons for any stress experienced in the previous 2-week period. Almost 60% of participants scored 50 or lower and over 20% scored 28 or lower, indicating poor well-being and potential depression. The majority of participants reported feeling stressed in the 2-week period prior to completing the survey and frequently cited work-related issues as being the source of their stress. The major themes that emerged were burden of administration, overwhelming financial pressure, and staffing issues. These findings indicate that early childhood providers would benefit from bottom-up and top-down assistance to positively support their well-being. This is vital if they are to thrive in their professional roles and provide high quality, transformative experiences for our children.

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爱尔兰幼儿保育员的福祉
幼儿教育专业人员在他们所服务的儿童的生活中扮演着至关重要的角色,他们的心理健康对这种关系有着重大影响。近年来,社会的变化以及新的政策增加了这些专业人员所面临的要求和压力。因此,本项混合方法研究旨在探讨爱尔兰幼儿教育提供者(即所有者、所有者-管理者)的幸福感。共有 489 名参与者完成了匿名在线调查,其中包括 WHO-5 问卷和一个开放式问题,该问题探讨了在过去两周内经历任何压力的原因。近 60% 的参与者得分在 50 分或 50 分以下,超过 20% 的参与者得分在 28 分或 28 分以下,这表明他们的幸福感较差,有可能患上抑郁症。大多数参与者表示,在完成调查之前的两周内感到压力很大,并经常将与工作有关的问题作为压力的来源。出现的主要问题是管理负担、不堪重负的经济压力和人员配置问题。这些调查结果表明,幼儿保育员将受益于自下而上和自上而下的援助,以积极支持他们的福祉。如果他们要在专业岗位上茁壮成长,并为我们的孩子提供高质量的、变革性的体验,这一点至关重要。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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