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Early Childhood Teacher Workplace Stress and Classroom Practices
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Natale, Ruby; Bailey, Jhonelle; Kolomeyer, Ellen; Futterer, Jenna; Schenker, Maite; Bulotsky-Shearer, Rebecca – Journal of Early Childhood Teacher Education, 2023
Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation…
Descriptors: Early Childhood Teachers, Stress Variables, Work Environment, COVID-19
Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
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Wiltshire, Cynthia A. – Early Childhood Education Journal, 2023
Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to…
Descriptors: At Risk Students, Early Intervention, School Readiness, Stress Variables
Learning in the Virtual Environment: Instructors' Strategies in Enhancing Interaction in ESL Online Classes
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Ariffin, Kamisah; Darus, Norizul Azida; Abdul Halim, Norhajawati – LEARN Journal: Language Education and Acquisition Research Network, 2022
The common features attributed to face-to-face classroom are rather difficult to emulate in a virtual learning environment. This is because participants may not feel obligated to participate when they do not see each other physically. This study examined the instructors' strategies in fostering interaction in their online classes. Using the…
Descriptors: Online Courses, English (Second Language), Second Language Learning, Second Language Instruction
Virtual Coaching to Support Early Care and Education Programs during COVID-19
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Lloyd, Chrishana M.; Carlson, Julianna; Ulmen, Kara – Child Trends, 2021
In response to executive order mandates from states and governors, many early care and education (ECE) settings closed or transitioned to providing virtual services to children and families during the COVID-19 pandemic. For ECE coaches, these closures resulted in the need for rapid adjustments in the way they provided coaching services. These…
Descriptors: COVID-19, Pandemics, Child Care, Preschool Education
Report to Congress on Head Start Monitoring, Fiscal Year 2021
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Office of Head Start, US Department of Health and Human Services, 2021
The Head Start Act mandates that each Head Start recipient receive a monitoring review at least once every 3 years; each newly designated recipient be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all recipients that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education
Report to Congress on Head Start Monitoring, Fiscal Year 2020
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Office of Head Start, US Department of Health and Human Services, 2020
The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education