Date
1-9-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Christine Saba
Keywords
Early Learners, COVID-19, Early Childcare Educators, Early Childhood Education Centers
Disciplines
Education
Recommended Citation
Lewis, Ida Mae, "The Unprecedented Stressors of Early Childhood Educators During the COVID-19 Pandemic and Post-Pandemic Restoration: A Case Study" (2024). Doctoral Dissertations and Projects. 5161.
https://digitalcommons.liberty.edu/doctoral/5161
Abstract
The purpose of this case study was to describe the unprecedented stressors of early childhood educators (ECE) during the COVID-19 pandemic and the post-pandemic restoration at two early childhood education centers (ECEC) in a midwestern state. The central research question was: How did the COVID-19 pandemic’s unprecedented stressors impact ECE in the post-pandemic era? Data collection included structured interviews with open-ended questions, focus groups, and documents. The three data sources were triangulated for themes, perspectives, and interpretations, and coding was used to help gain a deep understanding of the stressors experienced by early childhood educators. The conceptual framework guiding this study is Bronfenbrenner’s ecological systems theory, which views a child’s development as connected to their immediate environment or microsystem. Bronfenbrenner’s theory aligns with this study by informing ECE how stressors can impact the learning microsystem. The microsystem is the immediate environmental setting containing the developing child, including family and school. Purposeful sampling was used to interview ECE and educational leaders. Interviewing ECE who were directly involved in navigating the complexities of the COVID-19 pandemic provided a deeper understanding of the stressors they encountered and strategies for the future. The findings were grouped into three themes: sustainability, wellness, and responsible restart.
