'Feeling a Bit Like a Tsunami Wave': An Exploratory Study of Early Childhood Professionals' Experiences during the COVID-19 Crisis in the USA

Autor/inn/en	Shin, Minsun; Puig, Victoria I.
Titel	'Feeling a Bit Like a Tsunami Wave': An Exploratory Study of Early Childhood Professionals' Experiences during the COVID-19 Crisis in the USA
Quelle	In: Education 3-13, 51 (2023) 2, S.247-261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Minsun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1960408
Schlagwörter	COVID-19; Pandemics; Early Childhood Teachers; Distance Education; Barriers; Social Emotional Learning; Students with Disabilities; Resilience (Psychology); Technological Literacy; Pedagogical Content Knowledge; School Closing; Teacher Student Relationship; Parent Teacher Cooperation; Student Needs; Early Childhood Education; New Jersey + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Technisches Wissen; Pädagogische Kompetenz; School closings; Schule; Schließung; Schließung (von Schulen); Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Education
Abstract	The COVID-19 crisis highlights how vital childcare is and demonstrates the importance of the often undervalued work of early childhood educators. This mixed methods exploratory study presents how early childhood professionals (n = 75) navigated alternate remote teaching formats and served young children and their families during the COVID-19 crisis in the U.S. Key findings include the personal and professional challenges participants experienced supporting their students' social-emotional development and serving children with disabilities. Participants also shared reflections on the resilience and adaptability of children, families, and themselves. Recommendations for interdisciplinary research, professional development that builds technological proficiency, and practice that supports children and families through inclusive early childhood models are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01