Pedagogical work, stress regulation and work-related well-being among early childhood professionals in integrated special day-care groups

2015 ◽  
Vol 31 (1) ◽  
pp. 27-43 ◽  
Author(s):  
Mari A. Nislin ◽  
Nina K. Sajaniemi ◽  
Margaret Sims ◽  
Eira Suhonen ◽  
Enrique F. Maldonado Montero ◽  
...  
Keyword(s):  
Early Childhood ◽  
Work Stress ◽  
Day Care ◽  
Well Being ◽  
Stress Regulation ◽  
Work Related ◽  
Care Groups ◽  
Early Childhood Professionals

scholarly journals Idealet om det glade og afstemte barn: Pædagogers blik for trivsel i børnehaven

2012 ◽  
Vol 5 ◽  
Author(s):  
Anette Boye Koch
Keyword(s):  
Early Childhood ◽  
Well Being ◽  
The Body ◽  
Early Childhood Professionals ◽  
The Ideal

Abstract: Danish early childhood professionals (pedagogues) are responsible for the well-being of all children in their care, but it is not clear what well-being implies. The article presents an analysis showing how pedagogues observe and categorize the well-being in children. Well-being is a state that pedagogues recognize by using special' seeing-techniques', related to their ideas of how children are supposed to behave in a certain context. The body of a child is culturally created, depending on the indoor or outdoor surroundings. The ideal of a happy child is an attuned child, who is able to adapt to adult expectations, while the physical surroundings are co-determining what the pedagogues 'see'.

Towards a holistic conceptualisation of early childhood educators’ work-related well-being

2018 ◽  
Vol 20 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Tamara Cumming ◽  
Sandie Wong
Keyword(s):  
Early Childhood ◽  
Systems Theory ◽  
Empirical Research ◽  
Research Policy ◽  
Well Being ◽  
Ecological Systems ◽  
Early Childhood Educators ◽  
Policy And Practice ◽  
Work Related ◽  
Key Aspects

Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

scholarly journals ‘Life in the Travelling Circus’: A Study of Loneliness, Work Stress, and Money Issues in Touring Professional Golf

2017 ◽  
Vol 34 (2) ◽  
pp. 148-159 ◽  
Author(s):  
John Fry ◽  
Daniel Bloyce
Keyword(s):  
Social Support ◽  
Work Stress ◽  
Well Being ◽  
Decision Latitude ◽  
Personal Problems ◽  
Work Related ◽  
Effort Reward Imbalance ◽  
Reward Imbalance ◽  
Professional Golfers ◽  
Health And Well Being

This article examines the effects of globalization on the well-being of migrant professional athletes. Interviews with 20 touring professional golfers reveal that players experience many of the personal problems—such as loneliness, isolation, low decision latitude, low social support, and effort-reward imbalance—which have been identified as “strong predictors of mental ill-health” (Leka & Jain, 2010, p. 65). Feelings of loneliness and isolation developed as players were regularly apart from family and friends, and spent most of their time with other golfers whom they had somewhat superficial relationships with. These feelings coupled with, for many, uncertain income generated through golf added further to their work-related anxieties. Overall, results highlight the importance of considering how workplace anxieties and vulnerabilities impact on athlete migrants’ health and well-being.

scholarly journals New Technologies in the Workplace: Can Personal and Organizational Variables Affect the Employees’ Intention to Use a Work-Stress Management App?

2021 ◽  
Vol 18 (17) ◽  
pp. 9366
Author(s):  
Giulia Paganin ◽  
Silvia Simbula
Keyword(s):  
Technology Acceptance ◽  
Work Stress ◽  
Organizational Support ◽  
New Technologies ◽  
Well Being ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Self Report ◽  
Personal Innovativeness ◽  
Work Related

Organizations are interested in finding new and more effective ways to promote the well-being of their workers, to help their workers manage work-related stress. New technologies (e.g., smartphones) are cheaper, allow more workers to be reached, and guarantee their anonymity. However, not all employees agree on the use of new technological interventions for the promotion of well-being. Consequently, organizations need to investigate technological acceptance before introducing these tools. By considering the technology acceptance model (TAM) framework, we investigate both the influence of workers’ perceived usefulness and ease of use on their intentions to use apps that help them managing work stress. Moreover, we contribute to the extension of this model by considering both personal (i.e., self-efficacy, personal innovativeness) and organizational (i.e., organizational support for innovation) variables. Our research involved 251 participants who completed an online self-report questionnaire. The results confirm the central hypothesis of the TAM and the influence of other variables that could influence acceptance of new technologies, such as apps that help manage work stress, and the intentions to use them. These results could help organizations ensure technological acceptance and usage by their workers, increasing the effectiveness of new technologies and interventions to promote well-being.

HSE management standards indicator tool and positive work-related outcomes

2015 ◽  
Vol 8 (2) ◽  
pp. 92-108 ◽  
Author(s):  
Stefano Toderi ◽  
Cristian Balducci
Keyword(s):  
Active Learning ◽  
Work Stress ◽  
Personal Development ◽  
Well Being ◽  
Content Type ◽  
Work Related ◽  
Management Standards ◽  
Learning Hypothesis ◽  
Explained Variance ◽  
Positive Work

Purpose – The purpose of this paper is to evaluate if the Management Standards (MS) Indicator Tool developed by the Health and Safety Executive (HSE) for the assessment of work-related stress is associated with positive work-related outcomes. Design/methodology/approach – In total, 326 employees of an Italian firm filled in a questionnaire including the HSE Indicator Tool (measuring MS) and validated scales investigating personal development, job performance and Organizational Citizenship Behaviour (OCB). Regression analyses were run to evaluate the explained variance of the outcomes and the demands/control interaction effect hypothesized by Karasek’s active learning hypothesis. Findings – The MS explained variance of all the outcomes analysed and the active learning hypothesis was confirmed for personal development. Contrary to previous studies on negative stress-related outcomes, “job content” MS were the most important predictors. However, higher job demands were unexpectedly positively associated with the outcomes. Practical implications – Taking into account positive work-related outcomes could provide organizations with additional information for the development of interventions with greater emphasis on preventive orientation (improvement of health, well-being and motivation, rather than only work stress reduction). Originality/value – The study provides new insight into the relationship between MS and positive work-related outcomes, thus expanding the nomological network of the Indicator Tool questionnaire and giving empirical evidence to the notion of the “business case” for work stress prevention. Firms performing well on MS could expect greater worker development and higher performance.

Multiplicities in early childhood reform engagement in Victorian long day care centres: Discourse, position and practice

2019 ◽  
Vol 44 (3) ◽  
pp. 257-269
Author(s):  
Lauren Armstrong
Keyword(s):  
Early Childhood ◽  
Day Care ◽  
Rate Of Change ◽  
Reform Process ◽  
Discursive Practices ◽  
Subject Positions ◽  
Specific Subject ◽  
Long Day ◽  
Early Childhood Professionals ◽  
Day Care Centres

Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 participants from the Victorian long day care sector. Foucauldian Discourse Analysis has been applied to explore how reform discourses shape and reshape the positioning and engagement of professionals within the reform process. These findings reveal how specific subject positions and discursive practices within available discourses of knowledge, teacher education and workplace can either challenge and/or support early childhood professionals in their ability to engage in reform.

scholarly journals Directors' stress in day care centers: related factors and coping strategies

2020 ◽  
Vol 34 (6) ◽  
pp. 1079-1091
Author(s):  
Mailis Elomaa ◽  
Eija Pakarinen ◽  
Sirpa Eskelä-Haapanen ◽  
Leena Halttunen ◽  
Antje Von Suchodoletz ◽  
...  
Keyword(s):  
Coping Strategies ◽  
Day Care ◽  
Care Center ◽  
Well Being ◽  
Work Related Stress ◽  
Content Type ◽  
Day Care Center ◽  
Work Related ◽  
Related Stress ◽  
And Coping

PurposeThis study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work.Design/methodology/approachA mixed method approach was used.FindingsThe results showed that the main sources of directors' stress were connected to leading oneself, leading others, managing change and lack of social support. Moreover, the main coping strategies with stress were leading oneself, social support and leading others. In addition, both pre- and in-service leadership training played a significant role in the experience of stress. The nature of factors causing stress and coping strategies with stress may imply that directors need further support in self-management and developing their internal competences.Research limitations/implicationsThe present study has limitations that need to be considered when making generalizations. First, a small sample size limits the generalization of the findings. Second, the study relied solely on one source of information, i.e. directors' self-reports. Third, data were collected only at one time point at the end of the year when stress levels might have accumulated. Finally, the study has been done in the Finnish educational context where day care center directors' job description varies depending on municipality.Practical implicationsThe findings provide important information about the causes of directors' work-related stress as well as their coping strategies and about factors that might be related to those.Social implicationsBecause directors' stress impact on children’s development and well-being through teachers' well-being, it is crucial to pay attention on directors' well-being and provide more support for them.Originality/valueThe current study is among the few ones focusing on the stress of directors at early childhood education (ECE) settings.

scholarly journals Working with children with special needs in Finnish kindergartens: Professionals and/or specialists?

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Mari Nislin ◽  
Maiju Paananen ◽  
Laura Repo ◽  
Nina Sajaniemi ◽  
Margaret Sims
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Online Survey ◽  
Well Being ◽  
Key Factors ◽  
Childhood Education ◽  
Early Childhood Professionals ◽  
Service Training ◽  
Domains Of Life ◽  
Inclusive Early Childhood

The aim is to investigate the links between job satisfaction of Finnish early childhood professionals (ECPs) and the appreciation they receive for their work, and how these are associated with their competence to work with children with diverse needs and backgrounds. Data was collected via nationwide online survey for practitioners (<em>n</em> = 885) working in Finnish kindergartens. The main findings show that ECPs experience their work as satisfactory and receive appreciation from colleagues, friends and the children’s parents. It was also evident form the data that ECPs felt themselves to be incompetent to work with children with disabilities or children who had experienced trauma. This may reflect that more in-service training regarding these special education issues is needed. We argue that satisfaction, appreciation and competence, are key factors in the development of a strong professional identity, enhanced well-being at work and in other domains of life and particularly for high quality and inclusive early childhood education.

scholarly journals Important themes in research on and education of young children in day care centres: Finnish viewpoints

2013 ◽  
Vol 6 ◽  
Author(s):  
Maritta Hännikäinen ◽  
Niina Rutanen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Case Studies ◽  
Day Care ◽  
Small Scale ◽  
Childhood Education ◽  
Social Nature ◽  
Care Groups ◽  
Starting Point ◽  
Day Care Centres

The aim of this article is to outline important themes, according to Finnish early childhood education researchers, that need to be addressed in researching and educating children under three years of age in Finland. To achieve this aim, the article divides into two parts. First, we present and discuss the results of a small-scale survey, conducted in Finland, on the views of key informants in the early childhood education units of Finnish universities. Second, the views presented in the survey are used as a starting point to introduce two ongoing qualitative case studies on the everyday life of toddlers in Finnish day care centres. In line with the survey findings, these case studies emphasize in particular the importance of the relational, social nature of children, the educational community, and the sensitivity of the adult for children’s wellbeing in day care groups.

The Role of Administrators in Recruiting, Retaining, and Respecting Early Childhood Educators

2020 ◽  
pp. 71-91
Author(s):  
Vicki L. Luther
Keyword(s):  
Early Childhood ◽  
School Administrators ◽  
Well Being ◽  
Early Childhood Educators ◽  
Early Childhood Educator ◽  
School Environments ◽  
Quality Teachers ◽  
High Quality ◽  
Early Childhood Professionals

This chapter focuses upon the role of school administrators in protecting and preserving the well-being of early childhood educators. The author discusses the importance of recruiting and retaining high-quality teachers who work with children to the age of eight. It is essential that the youngest students receive the skills necessary for success in later grades, and there is great need for early childhood professionals to be recognized for the valuable skillsets that they bring to the field. Developing and maintaining school environments that recognize the significance of the early childhood educator can promote more respectful school climates and can retain professionals in the field.

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