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Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping

Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled “at risk” for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes,...

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Autor principal: Wiltshire, Cynthia A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9395792/
https://www.ncbi.nlm.nih.gov/pubmed/36033929
http://dx.doi.org/10.1007/s10643-022-01387-2
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author Wiltshire, Cynthia A.
author_facet Wiltshire, Cynthia A.
author_sort Wiltshire, Cynthia A.
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description Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled “at risk” for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students’ sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10643-022-01387-2.
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spelling pubmed-93957922022-08-23 Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping Wiltshire, Cynthia A. Early Child Educ J Article Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled “at risk” for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students’ sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10643-022-01387-2. Springer Netherlands 2022-08-22 /pmc/articles/PMC9395792/ /pubmed/36033929 http://dx.doi.org/10.1007/s10643-022-01387-2 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Wiltshire, Cynthia A.
Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
title Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
title_full Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
title_fullStr Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
title_full_unstemmed Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
title_short Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping
title_sort early childhood education teacher well-being: performativity as a means of coping
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9395792/
https://www.ncbi.nlm.nih.gov/pubmed/36033929
http://dx.doi.org/10.1007/s10643-022-01387-2
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