Safeguarding the Well-Being of Babies in the Midst of Unprecedented Turmoil

Autor/inn/en	Chacon, Jenifer; Reschke, Kathy L.
Titel	Safeguarding the Well-Being of Babies in the Midst of Unprecedented Turmoil
Quelle	In: ZERO TO THREE, 41 (2021) 3, S.51-58 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	COVID-19; Pandemics; Infants; Toddlers; Young Children; Child Health; Well Being; Adjustment (to Environment); Stress Variables; Environmental Influences; Interpersonal Relationship; Preschool Teachers; Caregivers; Early Childhood Education; Trauma; Natural Disasters; Child Development + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Well-being; Wellness; Wohlbefinden; Environmental influence; Umwelteinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Carer; Betreuungsperson; Pfleger; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Natural disaster; Naturkatastrophe; Kindesentwicklung
Abstract	In the spring of 2020, the emerging COVID-19 pandemic prompted states across the country to mandate that most early childhood education programs close, leaving families with young children scrambling to adapt to full-time caregiving and leaving educators uncertain of their economic and professional future. For many communities, this hardship was only the latest to impact babies and toddlers and those who care for them. In this article, the perspective of an infant-early childhood mental health consultant working with struggling educators, families, and young children adds a sharp focus to the information gathered nationally about the well-being of babies and families and about the early educators who strive to support them despite their own challenges in these turbulent times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01