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This collection brings together a diverse group of scholars from throughout the world who have grappled with and investigated the impact of the COVID-19 crisis on the lives of young children. Profound changes have occurred in all facets of early childhood education and care (ECEC). Young children and their families, college students enrolled in teacher preparation programs, inservice teachers/caregivers, and postsecondary faculty have endured prolonged periods of quarantine, disruption, stress, and grief precipitated by the pandemic. These consequences have been even more challenging for individuals and groups who were already struggling or marginalized prior to the advent of the coronavirus. Collectively, the chapter authors draw upon findings from their research and insights gleaned from professional experiences to recommend ways of providing high-quality programs despite persistent global health threats.
Auteur
In 2021, Mary Renck Jalongo co-edited a highly successful special issue of Early Childhood Education Journal on COVID-19 and published two articles on the topic. Articles from that Special Issue have been downloaded over 90,000 times to date. For 25 years, she served as editor-in-chief of Early Childhood Education Journal and continues as senior editor of Springer Nature's Educating the Young Child book series. Throughout her career, she has written, co-authored, or edited more than 40 books. Her professional journal articles have earned eight national awards for excellence in writing, including four EDPRESS awards. She is a professor emerita with 37 years of experience at Indiana University of Pennsylvania (IUP). where she was named the professor of year. Jyotsna Pattnaik is a professor of early childhood education at California State University, Long Beach (CSULB) where she earned the Outstanding Professor Award from the College of Education and the Professors Around the World Award. In 2020-21, she co-edited a special issue of Early Childhood Education Journal on COVID-19, made three national presentations on the topic, served as a speaker on the topic for two webinars in India, and chaired one Master's thesis on the topic. She has guest edited two international focus issues of Childhood Education (ACEI), edited three books, and published over 30 articles/book chapters. In 2009, she was the recipient of the outstanding alumni scholar award from the College of Education and Communications, Indiana University of Pennsylvania (IUP). Her current projects include two empirical articles on the effects of COVID-19 on early childhood education and care.
Contenu
Part One:
COVID-19 and the Global Early Childhood Landscape
Chapter 1
Introduction to the Volume
Mary Renck Jalongo, Book Series Editor, Educating the Young Child, Springer Nature, Indiana, PA, USA
Chapter 2
A Bioecological Systems Approach to Understanding the Impact of the COVID-19 Pandemic: Implications for the Education and Care of Young Children
Suzanne M. Egan, Mary Immaculate College, University of Limerick, IRELAND
Jennifer Pope, Mary Immaculate College, University of Limerick, IRELAND
Chapter 3
Heroes, Victims, Sacrifices, and Survivors: A Qualitative Analysis of Early Childhood Teacher's Social Media Posts during COVID-19
Ellen McKenzie, Independent Researcher, Kobe, JAPAN
Chapter 4
Lessons From the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector across Ten Countries
Antje Rothe, Leibniz University, Hannover, GERMANY
Mary Moloney, Mary Immaculate College, Limerick, IRELAND
Margaret Sims, Honorary Professor, Macquarie University, Armidale, AUSTRALIA
Pamela Calder, London South Bank University, London, ENGLAND
Doreen Blyth, Educational Leaders Association, Perth, AUSTRALIA
Wendy Boyd, Associate Professor, Southern Cross University, Lismore, AUSTRALIA
Laura Doan, Associate Professor, Thompsons Rivers University, Kamloops, CANADA
Fabio Dovigo, Professor, Aarhus University, Copenhagen, DENMARK
Sarah Girlich, State Institute of Language Promotion in Early Childhood Education (LakoS), Leipzig, GERMANY
Sofia Georgiadou, Aristotle University of Thessaloniki, Thessaloniki, GREECE
Domna Kakana, Aristotle University of Thessaloniki, Thessaloniki, GREECE
Conor Mellon, National College of Ireland, Dublin, IRELAND
María-José Opazo, University of Chile, Santiago, CHILE
Carol-Ann O'Síoráin, Hibernia College, Dublin, IRELAND
Marian Quinn, Munster Technological University, Cork City, IRELAND
Marg Rogers, University of New England, Armidale, AUSTRALIA
Carolyn Silberfeld, Anglia Ruskin University, Cambridge University of East London, London, ENGLAND
Bárbara Tadeu, Universidade do Porto, Porto, PORTUGAL
Chapter 5
COVID-19 and Early Childhood Care and Education in India
Sunita Singh, School of Education Studies, Ambedkar University Delhi, INDIA
Chapter 6
Preschoolers' Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia
Marcela Batistic Zorec, Faculty of Education, University of Ljubljana, SLOVENIA
Mojca Pecek, Faculty of Education, University of Ljubljana, SLOVENIA
Part Two: Wellbeing in Early Childhood Personnel
Chapter 7
Wellbeing during the COVID-19 Pandemic: Perspectives of Australian Early Childhood Educators
Lisa Murray, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA
Patricia Eadie, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA
Amelia Church, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA
Penny Levickis, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA
Jane Page, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA
Chapter 8
Work Wellbeing during COVID-19: A Survey of Canadian Early Childhood Education and Care Managers
Nathalie Bigras*, Faculty of Education, University of Quebec at Montreal, Montreal (Qc), CANADA
Geneviève Fortin, Department of psychology, University of Quebec at Montreal, Montreal (Qc), CANADA
Lise Lemay, Faculty of Education, University of Quebec at Montreal, Montreal (Qc), CANADA
Christelle Robert-Mazaye, Faculty of Education, University of Quebec at Outaouais, St-Jérôme (Qc), CANADA
Annie Charron, Faculty of Education, University of Quebec at Montreal, Montreal (Qc), CANADA
Stéphanie Duval, Faculty of Education, Laval University, Quebec (Qc), CANADA
Chapter 9
"My cup was empty": The Impact of COVID-19 on Early Childhood Educator Wellbeing
Laura McFarland,, Charles Sturt University, Albury, NSW, AUSTRALIA
Tamara Cumming, Charles Sturt University, Albury, NSW, AUSTRALIA
Sandie Wong, Macquarie University, Sydney, NSW, AUSTRALIA
Rebecca Bull, Macquarie University, Sydney, NSW, AUSTRALIA
Chapter 10 Early Childhood Educator Well-Being during the COVID-19 Pandemic: A Qualitative Study and Emic Perspective Lynne Lafave, Mount Royal University, Calgary, Alberta, CANADA
Alexis D. Webster, Mount Royal University, Calgary, Alberta, CANADA
Ceilidh McConnell, Mount Royal University, Calgary, Alberta, CANADA
Part Three:
Focus on Families
Chapter 11
Beneficial Parenting According to the "Parenting Pentagon Model": A Cross-Cultural Study during a Pandemic
Dorit Aram, Tel Aviv University, Tel Aviv, ISRAEL
Merav Asaf, Kaye Academic College of Education, Be'er Sheva, ISRAEL
Galia Meoded Karabanov. Tel Aviv University, Tel Aviv, ISRAEL
Margalit Ziv, Kaye Academic College of Education, Be'er Sheva, ISRAEL
Susan Sonnenschein, UMBC, Baltimore, MD, USA
Michele Stites, UMBC, Baltimore, MD, USA
Katerina Shtereva, University of Sofia, Sofia, BULGARIA
Carmen López-Escribano, Complutense University of Madrid, Madrid, SPAIN
Chapter 12
*Early Identification of Risk, Deve…