Contents Preface ?xi 1. ?Laying the Foundation: Understanding Early Childhood Teacher Well-Being ?1 Key Issues Addressed in This Chapter ?1 What Is Well-Being? ?1 Well-Being and Early Childhood Care and Education Professionals ?4 The Eight Dimensions of Wellness ?6 Influences on the Eight Dimensions of Wellness ?8 Our Guiding Conceptual Framework ?20 Summary and Conclusions ?25 2. ?The Importance of Teacher Well-Being ?27 Key Issues Addressed in This Chapter ?27 The Impact of Teacher Well-Being ?27 Summary and Conclusions ?42 3. ?Well-Being Within Early Childhood Teacher Preparation Programs ?45 Key Issues Addressed in This Chapter ?45 Facilitating Preservice Teachers' Understandings of Teacher Well-Being ?46 What Teacher Well-Being Is . . . and What It Isn't ?46 Understanding and Supporting the Well-Being of Preservice Teachers ?49 Supporting Early Childhood Teacher Well-Being Through Effective Teacher Preparation ?53 Strategies to Manage Personal Well-Being ?64 Summary and Conclusions ?69 4. ?Promoting Well-Being With Practicing Teachers ?71 Key Issues Addressed in This Chapter ?71 Promoting Early Childhood Educator Well-Being Across the Ecosystem ?72 Relationships: The Magic Sauce in Every Well-Being Recipe ?86 Well-Being Champions ?91 Readiness for Change ?92 Goal Setting ?96 Summary and Conclusions ?97 5. ?Learning From Others: Illustrations of Well-Being Programs and Initiatives ?99 Key Issues Addressed in This Chapter ?99 Supported Self-Care ?100 Limited Well-Being Promotion Activities ?102 Examples of Well-Being Programs for Early Childhood Educators ?105 Summary and Conclusions ?118 6. ?Wells and Frontiers: Deepening and Broadening Our Understanding of Teacher Well-Being Through the Intersectionality of Race and Gender ?119 Dr. Eva Marie Shivers ? Rationale ?120 Framework(s) ?120 History of Childcare Workers in the United States Through a Racialized Lens ?123 Social and Structural Determinants of Teachers' Well-Being ?126 Attachment, Culture, and Trauma ?127 Internal Processes ?130 Moving From Margin to Center: How Can We Deepen and Expand Our Awareness of Teacher Well-Being? ?131 Spirituality-Black Liberation Theology ?132 Conclusion: A Call to Decolonize Our Understanding and Support of Teacher Well-Being ?132 7. ?Where Do We Go From Here?: Considerations for Policy and Practice ?135 Key Issues Addressed in This Chapter ?135 Education, Penalties, and Myths ?137 Fair Compensation and the Burden of Early Childhood Education Costs ?142 Regulations, Standards, and Measures of Quality ?144 Societal Perceptions of Young Children and Early Childhood Educators ?148 Summary and Conclusions ?153 References ?155 Index ?179 About the Authors and Contributor ?189
A teacher's well-being has a powerful impact on their work with children, families, and colleagues, and can influence the overall quality of the program in which they are employed. With a specific focus on the unique factors related to the field of early childhood care and education, this book discusses the concept of well-being and how it applies specifically to teachers of young children. The authors provide a rationale and guidance for integrating teacher well-being content into both preservice and inservice professional learning environments. This comprehensive resource also explores the implications of, and connections between, teacher well-being, equity, and social justice. The authors share examples of well-being programs that have been implemented throughout the United States and examine the policy and practice efforts that are necessary to embed well-being culture into early care and education programs. Book Features: An orientation to teacher well-being for the field of early care and education that includes definitions, rationales, impacts, examples, strategies, and recommendations. Research-based and practical so readers not only understand the importance of teacher well-being but also come away with specific ideas for application and implementation. Accessible language and user-friendly format that includes graphics and callout boxes to extend readers' understanding of the content and provide opportunities for self-reflection. Support for a wide range of stakeholders, including professionals in childcare, preschool, and private and public school programs.
Angela C. Baum is associate dean for academic affairs and a professor of early childhood education at the University of South Carolina. Kerrie L. Schnake is the chief executive officer of the South Carolina Infant Mental Health Association.