Angela Moreland, Kerrie Schnake, Laura Lessard, Faraday Davies, Katelyn Prowell, Grace S. Hubel
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引用次数: 0
摘要
早期保育和教育(ECE)提供者工资低,获得雇主赞助的医疗保险的机会有限,健康状况不佳的风险较高(Lessard,2020 年)。有证据表明,幼教教师身心健康状况不佳与为幼儿提供优质保育服务的能力下降有关(Esquivel 等人,2016 年)。改善幼教教师健康状况的一个潜在方法是采取工作场所健康干预措施。通过对幼教机构的纵向调查和定性访谈,我们发现,在一年的时间里,参加了专门为幼教机构设计的为期 12 个月的健康计划--Be Well Care Well (BWCW)的幼教机构,在个人力量和抗压能力、工作压力、工作满意度、对健康的积极性以及参与体育活动等方面都有显著改善,这一点也得到了部分教师访谈的支持。教师的体育锻炼与他们报告的参与 BWCW 干预活动的时间特别相关。此外,我们还收集到了有关参加 BWCW 的幼教机构所照顾的儿童的经历的令人信服的数据。研究结果表明,参加 BWCW 后,教师与所照看儿童的互动能积极促进儿童在社交和情感方面的健康发展。这初步证明,《幼儿保育和工作》是改善幼教机构生活和提高其幼儿保育质量的一种有前途的方法。
Improving Teacher Health and Well-Being: Mixed Methods Outcomes Evaluation of the Be Well Care Well Program
Early Care and Education (ECE) providers earn low wages, have limited access to employer sponsored health insurance, and are at higher risk for poor health (Lessard, 2020). Evidence shows that poor ECE teacher physical and mental health is associated with decreased ability to provide quality care for young children (Esquivel et al., 2016). One potential way to improve ECE teacher health is through workplace wellness interventions. Through longitudinal surveys and qualitative interviews with ECE providers, we found that, over the course of a year, ECE providers who participated in Be Well Care Well (BWCW), a 12-month wellness program designed specifically for ECEproviders, improved significantly on measures of personal strength and resilience, worker stress, job satisfaction, motivation towards health, and engagement in physical activity, which was supported by interviews conducted by a subset of teachers. Providers’ physical activity was specifically associated with the amount of time they reported engaging in components of the BWCW intervention. Compelling data was also gathered about the experience of children in the care of ECE providers who participated in BWCW. Findings show that after participating in BWCW, teachers’ interactions with the children in their care proactively facilitate healthy social and emotional development. This provides initial evidence that BWCW is a promising approach for improving the lives of ECE providers and the quality of care they provide to young children.
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