Silent expectations: An exploration of women pre-Kindergarten teachers' mental health and wellness during Covid-19 and beyond.

Rodriguez, Vanessa; Rojas, Natalia M; Rabadi-Raol, Ayesha; Souto-Manning, Mariana V; Brotman, Laurie M

Rodriguez, Vanessa; Rojas, Natalia M; Rabadi-Raol, Ayesha; Souto-Manning, Mariana V; Brotman, Laurie M.

Afiliação

Rodriguez V; Department of Population Health, Center for Early Childhood Health and Development, NYU Grossman School of Medicine, 227 E. 30th St. New York, NY 10016, UASA.
Rojas NM; Department of Population Health, Center for Early Childhood Health and Development, NYU Grossman School of Medicine, 227 E. 30th St. New York, NY 10016, UASA.
Rabadi-Raol A; Sonoma State University, 1801 E Cotati Ave. Rohnert Park, CA 94928, USA.
Souto-Manning MV; Erikson Institute, Graduate School in Child Development, 451 N. LaSalle St. Chicago, IL 60654, USA.
Brotman LM; Department of Population Health, Center for Early Childhood Health and Development, NYU Grossman School of Medicine, 227 E. 30th St. New York, NY 10016, UASA.

Early Child Res Q ; 60: 80-95, 2022.

Article em En | MEDLINE | ID: mdl-34955598

Palavras-chave

COVID-19 pandemic; Early Childhood Education Teachers; Feminist theory; Interviews; Mental health; Pre-Kindergarten teachers; Qualitative; Self-awareness; Self-in-Relation Theory; Teacher identity; Teacher well-being; Teacher-student relationships; Trauma-Informed; Wellness

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Idioma: En Revista: Early Child Res Q Ano de publicação: 2022 Tipo de documento: Article

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PubMed Links

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Idioma: En Revista: Early Child Res Q Ano de publicação: 2022 Tipo de documento: Article