Pub Date : 2026-02-07DOI: 10.1007/s10643-026-02132-9
Yihan Sun, Emily Berger, Helen Skouteris, Emma Barrett, Claire Blewitt
Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.
{"title":"Compassion Satisfaction, Burnout, and Secondary Traumatic Stress Among Australian Early Childhood Professionals","authors":"Yihan Sun, Emily Berger, Helen Skouteris, Emma Barrett, Claire Blewitt","doi":"10.1007/s10643-026-02132-9","DOIUrl":"https://doi.org/10.1007/s10643-026-02132-9","url":null,"abstract":"Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-05DOI: 10.1007/s10643-025-02085-5
Laura A. Bentley, Sonia L. J. White, Sally Savage, Kate E. Williams
Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers ( n = 7) incorporating a rhythm and movement intervention into their everyday educational practice. Qualitative interviews investigating the facilitators and barriers teachers experienced were thematically analyzed deductively using an existing ecological framework derived from implementation science. Key findings emerged across the individual, intervention, and contextual levels of the framework. At the individual level, aligning program goals with teachers’ interests increased engagement. Coaching options and realistic examples of expected behavioral changes addressed varying levels of professional preparedness and workload constraints. At the intervention level, offering flexible training formats and providing clear evidenced-based rationales boosted teacher engagement. Hard copy materials, troubleshooting guides, and adaptable program design supported individual teacher preferences. Contextually, clear program descriptors enabled teachers to effectively communicate the program’s value to leadership. Clear recommendations are made for future program designers and implementers to support the successful scale-up of evidence-based programs within diverse educational environments.
{"title":"Facilitators and Barriers of Implementing evidence-based Programs Delivered by Teachers in Early Childhood Education: Findings from the Rhythm and Movement for Self-Regulation (RAMSR) Program as a Case Study","authors":"Laura A. Bentley, Sonia L. J. White, Sally Savage, Kate E. Williams","doi":"10.1007/s10643-025-02085-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02085-5","url":null,"abstract":"Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers ( <jats:italic>n</jats:italic> = 7) incorporating a rhythm and movement intervention into their everyday educational practice. Qualitative interviews investigating the facilitators and barriers teachers experienced were thematically analyzed deductively using an existing ecological framework derived from implementation science. Key findings emerged across the individual, intervention, and contextual levels of the framework. At the individual level, aligning program goals with teachers’ interests increased engagement. Coaching options and realistic examples of expected behavioral changes addressed varying levels of professional preparedness and workload constraints. At the intervention level, offering flexible training formats and providing clear evidenced-based rationales boosted teacher engagement. Hard copy materials, troubleshooting guides, and adaptable program design supported individual teacher preferences. Contextually, clear program descriptors enabled teachers to effectively communicate the program’s value to leadership. Clear recommendations are made for future program designers and implementers to support the successful scale-up of evidence-based programs within diverse educational environments.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"312 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-04DOI: 10.1007/s10643-025-02088-2
Dana DeMaster, Lauren E. Westerberg, Tricia A. Zucker
{"title":"How to Support “Little Engineers:” Exploring Preschool Parent–Child Talk during an Engineering Bridge Challenge","authors":"Dana DeMaster, Lauren E. Westerberg, Tricia A. Zucker","doi":"10.1007/s10643-025-02088-2","DOIUrl":"https://doi.org/10.1007/s10643-025-02088-2","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-02DOI: 10.1007/s10643-025-02104-5
Fetiye Erbil, Mine Göl-Güven
{"title":"Is a Hug Enough to Continue? The Barriers and Coping Strategies of Early Childhood Educators Relating to their Wellbeing","authors":"Fetiye Erbil, Mine Göl-Güven","doi":"10.1007/s10643-025-02104-5","DOIUrl":"https://doi.org/10.1007/s10643-025-02104-5","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"8 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-02DOI: 10.1007/s10643-025-02089-1
Ebenezer Appah Bonney, Ernest Frimpong Akosah, Joyce Esi Tawiah-Mensah, Agnes Afua Tetteh, George Yao Kafu
{"title":"Culturally Responsive Pedagogy: Leveraging Ethno-Cultural Approaches To Enhance Mathematics and Science Teaching in Ghana’s Early Childhood Development Programs","authors":"Ebenezer Appah Bonney, Ernest Frimpong Akosah, Joyce Esi Tawiah-Mensah, Agnes Afua Tetteh, George Yao Kafu","doi":"10.1007/s10643-025-02089-1","DOIUrl":"https://doi.org/10.1007/s10643-025-02089-1","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"40 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-02DOI: 10.1007/s10643-026-02125-8
Ragan H. McLeod
{"title":"The Irish Early Years Workforce: Professional Development, Self-Efficacy, and Engagement","authors":"Ragan H. McLeod","doi":"10.1007/s10643-026-02125-8","DOIUrl":"https://doi.org/10.1007/s10643-026-02125-8","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"6 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01DOI: 10.1007/s10643-025-02108-1
Sanja Tatalović Vorkapić
{"title":"How Can the Quality of Transitions in Early Childhood Education be Improved? Analysing Children’s Attachment, Temperament, and Relationship with Teachers as Possible Predictors","authors":"Sanja Tatalović Vorkapić","doi":"10.1007/s10643-025-02108-1","DOIUrl":"https://doi.org/10.1007/s10643-025-02108-1","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-29DOI: 10.1007/s10643-025-02083-7
Rosario Mérida Serrano, Ana Jurado Gallego, Elena González Alfaya, Julia Rodríguez Carrillo
{"title":"Learning From the Talents of Female Scientists in Early Childhood","authors":"Rosario Mérida Serrano, Ana Jurado Gallego, Elena González Alfaya, Julia Rodríguez Carrillo","doi":"10.1007/s10643-025-02083-7","DOIUrl":"https://doi.org/10.1007/s10643-025-02083-7","url":null,"abstract":"","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"84 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146095673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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