Early Childhood Educators’ Well-Being: An Updated Review of the Literature

By T. Cumming. 2017

236 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f0abe5faf1e3b46f84664713eb54902259fdd04f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Vasiliki Kaltsi
2. V. Brouskeli
3. M. Loumakou
4. Kyong-Ah Kwon
5. Lieny Jeon

In Developmental and Educational Psychology

1. Vasiliki Kaltsi
2. V. Brouskeli
3. M. Loumakou
4. Lieny Jeon

In Education

1. Vasiliki Kaltsi
2. Katey McCormick
3. Melissa S. C. Lee
4. Jieun Choi
5. V. Brouskeli
6. M. Loumakou
7. Timothy G. Ford
8. M. McMullen

Citations in the corpus

• Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality (2020, background): “Although the term well-being is also used in educational literature, scholars have yet to characterize what it means in terms of professional needs and motivations (Cumming, 2017).”
• Resilience and occupational well-being of secondary education teachers in Greece (2018, background): “showing the impact of the teachers’ collaboration and relationship influences on teachers’ well-being (Shoshani & Eldor, 2016; Cumming, 2016).”
• Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions (2020, result): “Our findings, in combination with previous studies (Cumming 2017; Lessard et al. 2020; Otten et al. 2019), indicate that ECE teachers are a workforce in need of tailored improvements to their work environments, and policies and programs that support and promote their well-being as well as that of th”