Towards a holistic conceptualisation of early childhood educators' work-related well-being

Tamara Cumming*, Sandie Wong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

9 Citations (Scopus)

Abstract

Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

Original languageEnglish
Pages (from-to)265-281
Number of pages17
JournalContemporary Issues in Early Childhood
Volume20
Issue number3
Early online date12 Jun 2018
DOIs
Publication statusPublished - 1 Sep 2019
Externally publishedYes

Keywords

  • early childhood educators
  • early childhood teachers
  • preschool teachers
  • well-being

Fingerprint

Dive into the research topics of 'Towards a holistic conceptualisation of early childhood educators' work-related well-being'. Together they form a unique fingerprint.

Cite this