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Infant and Toddler Teachers Perspectives on Interconnections between Relationships and Professional Well-Being during the COVID-19 Pandemic

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Title: Infant and Toddler Teachers Perspectives on Interconnections between Relationships and Professional Well-Being during the COVID-19 Pandemic
Language: English
Authors: Kayla Stinson Green (ORCID 0000-0002-6591-5709), Ana Johnson, Holly E. Brophy-Herb (ORCID 0000-0003-2186-6025), Jody Cook (ORCID 0000-0003-2965-8546), Carla Barron (ORCID 0000-0002-2816-1290), Loria Kim (ORCID 0000-0003-1110-9514), Haiden A. Perkins (ORCID 0000-0003-2009-0202), Ann Stacks (ORCID 0009-0001-9604-9436), Claire D. Vallotton, Jessica L. Borelli (ORCID 0000-0001-8471-6732)
Source: Journal of Early Childhood Research. 2025 23(3):322-336.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Sponsoring Agency: National Institutes of Health (NIH) (DHHS)
Administration for Children and Families (ACF) (DHHS)
National Institute of Food and Agriculture (NIFA) (USDA)
Contract Number: R21HD090406
90YR00920400
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Infants, Toddlers, Early Childhood Teachers, Teacher Attitudes, Interpersonal Relationship, Well Being, Stress Variables, COVID-19, Pandemics, Stress Management, Teaching Conditions
DOI: 10.1177/1476718X251318890
ISSN: 1476-718X
1741-2927
Abstract: A growing body of research characterizes the stressful nature of early childhood teachers' work with children and families, although less is known about the experiences of infant/toddler (I/T) teachers. This qualitative study aimed to explore infant/toddler teachers' workplace stressors and workplace supports at the outset of the COVID-19 pandemic. Data were collected from interviews with 22 I/T teachers from a Midwestern state in the United States late spring and early summer 2020. Researchers conducted a thematic analysis of the interviews to develop and then finalize themes of teachers' stressors and supports during the pandemic. The findings revealed an emphasis on the relational work of I/T care and education. Specifically, the data reflected the deep affection and concern teachers feel for children and families, and the importance of teachers' relationships with children, colleagues, and administrators as contributors to teachers' well-being amidst stress. Findings complement the existing research on the effects of COVID-19 on I/T teachers by highlighting teachers' needs for personal and professional support and the professional satisfaction they get from their close relationships with children, and findings suggest the importance of the psychological rewards of ECE work to well-being.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481217
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
Items – Name: Title
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  Data: Infant and Toddler Teachers Perspectives on Interconnections between Relationships and Professional Well-Being during the COVID-19 Pandemic
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kayla+Stinson+Green%22">Kayla Stinson Green</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6591-5709">0000-0002-6591-5709</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Johnson%22">Ana Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Holly+E%2E+Brophy-Herb%22">Holly E. Brophy-Herb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2186-6025">0000-0003-2186-6025</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jody+Cook%22">Jody Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2965-8546">0000-0003-2965-8546</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carla+Barron%22">Carla Barron</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2816-1290">0000-0002-2816-1290</externalLink>)<br /><searchLink fieldCode="AR" term="%22Loria+Kim%22">Loria Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1110-9514">0000-0003-1110-9514</externalLink>)<br /><searchLink fieldCode="AR" term="%22Haiden+A%2E+Perkins%22">Haiden A. Perkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2009-0202">0000-0003-2009-0202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ann+Stacks%22">Ann Stacks</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-9604-9436">0009-0001-9604-9436</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claire+D%2E+Vallotton%22">Claire D. Vallotton</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+L%2E+Borelli%22">Jessica L. Borelli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8471-6732">0000-0001-8471-6732</externalLink>)
– Name: TitleSource
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Research%22"><i>Journal of Early Childhood Research</i></searchLink>. 2025 23(3):322-336.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Institutes of Health (NIH) (DHHS)<br />Administration for Children and Families (ACF) (DHHS)<br />National Institute of Food and Agriculture (NIFA) (USDA)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R21HD090406<br />90YR00920400
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1476718X251318890
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1476-718X<br />1741-2927
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A growing body of research characterizes the stressful nature of early childhood teachers' work with children and families, although less is known about the experiences of infant/toddler (I/T) teachers. This qualitative study aimed to explore infant/toddler teachers' workplace stressors and workplace supports at the outset of the COVID-19 pandemic. Data were collected from interviews with 22 I/T teachers from a Midwestern state in the United States late spring and early summer 2020. Researchers conducted a thematic analysis of the interviews to develop and then finalize themes of teachers' stressors and supports during the pandemic. The findings revealed an emphasis on the relational work of I/T care and education. Specifically, the data reflected the deep affection and concern teachers feel for children and families, and the importance of teachers' relationships with children, colleagues, and administrators as contributors to teachers' well-being amidst stress. Findings complement the existing research on the effects of COVID-19 on I/T teachers by highlighting teachers' needs for personal and professional support and the professional satisfaction they get from their close relationships with children, and findings suggest the importance of the psychological rewards of ECE work to well-being.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1481217
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481217
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      – Type: doi
        Value: 10.1177/1476718X251318890
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 322
    Subjects:
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Stress Management
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      – SubjectFull: Teaching Conditions
        Type: general
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      – TitleFull: Infant and Toddler Teachers Perspectives on Interconnections between Relationships and Professional Well-Being during the COVID-19 Pandemic
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