Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being: A Qualitative Analysis of Supervisors’ Perspectives

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'.

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Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Infant Mental Health Journal ◽

10.1002/imhj.21792 ◽

2019 ◽

Vol 40 (4) ◽

pp. 443-458 ◽

Cited By ~ 1

Author(s):

Cynthia A. Frosch ◽

Yolanda T. Mitchell ◽

Lauren Hardgraves ◽

Sadie Funk

Keyword(s):

Early Childhood ◽

Qualitative Analysis ◽

Stress And Coping ◽

Early Childhood Intervention ◽

Reflective Supervision ◽

Childhood Intervention ◽

And Coping

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

European Journal of Special Needs Education ◽

10.1080/08856257.2015.1087127 ◽

2015 ◽

Vol 31 (1) ◽

pp. 27-43 ◽

Cited By ~ 11

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

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

South African Journal of Childhood Education ◽

10.4102/sajce.v5i3.368 ◽

2016 ◽

Vol 5 (3) ◽

Cited By ~ 1

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.

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

Professional and Ethical Consideration for Early Childhood Leaders - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-5089-2.ch004 ◽

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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