Early childhood educators’ well-being: An updated review of the literature

Tamara Cumming

Research output: Contribution to journalArticlepeer-review

141 Citations (Scopus)
2214 Downloads (Pure)

Abstract

Researchers are increasingly recognising the connections between early childhood educators' well-being and their capacity for providing high quality education and care. The past five years have seen an intensification of research concerning early childhood educators' well-being. However, fragmentation along conceptual, contextual and methodological lines makes it difficult to clearly identify the most effective focus for future research. The purpose of this article is to identify trends in, and implications of recent research concerned with educators' well-being. Attention is given to ways recent studies address concerns raised in a review of earlier literature (Hall-Kenyon et al. in Early Child Educ J 42(3):153'162, 2014, doi:10.1007/s10643-013-0595-4), and what implications recent studies have for future research efforts concerned with educators' well-being.
Original languageEnglish
Pages (from-to)583-593
Number of pages11
JournalEarly Childhood Education Journal
Volume45
Issue number5
Early online dateAug 2016
DOIs
Publication statusPublished - 24 Jul 2017

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