Classroom stress can be overwhelming, exert pressure on us, and influence our behavior. Stress is our reaction to outside factors, often not in our control. Educators can change our response to stress by examining our experiences through journaling.
Read MoreAs an educator, reflective practice is a way of life and the guiding light of our co-learning journey with children.
Read MoreTaking time for ourselves in silence is beneficial to our well-being and supports our work as early childhood educators.
Read MoreThe early childhood environment is busy with many demands on our time that pressure our work. Mindfulness practices can help educators reduce stress and enhance performance.
Read MoreThere are seven key factors people in the helping professions (including early childhood educators) require in their work-life to avoid burnout. We examine the seven key factors, how each one influences our work in the classroom and community, and what organizational practices support the well-being of early childhood professionals.
Read MoreEarly childhood educators have many responsibilities and demands on our time in the classroom. How do educators choose what to focus on with many activities competing for our attention?
Read MoreEngaging in the work of early childhood education is to experience emotional vulnerability. Once we have designs for our emotional health, we will move beyond emotional vulnerability into resiliency.
Read MoreProfessional goals focus on growth. When we set professional goals, we move forward in who we want to be as early childhood educators.
Read MoreIn a field that has traditionally touted self-sacrifice as a virtue, it is time to take a hard look at the importance of well-being as an attribute and indicator of a healthy professional practice.
Read MoreResearch has shown that where the educator's emotional state goes, so follow the children. Self-care then becomes a professional responsibility to ensure the emotional health of the classroom.
Read MoreAs an educator, I was comfortable with my practice and classroom routine. A new educator joined our team and shared a new and exciting way to work with the children. I was hesitant to change my practice because I was fearful of leaving my comfort zone.
Read MoreWhen educators experience too much stress at work, the quality of interactions with children decreases, and professional motivation diminishes. There are six healthy practices educators can engage in to help lower the stress in their lives.
Read MoreWorking with children, parents, and families is emotional labor. Educators absorb the feelings of others and experience emotions of their own while working in the classroom. Taking time to work through emotional challenges helps us build resiliency and recover from difficulties in life.
Read MoreThe brightness and hope in the world start with one stream of light from our contribution to the learning community. Our light shines brightest when we care for ourselves as we care for others.
Read MoreAll people in the helping professions experience the cycle of caring. What unique experiences do educators share versus other helping professions? How do our experiences in the cycle of caring affect our well-being?
Read MoreBeing a helping professional is about giving to others. We need to be aware of how much we contribute to others and do our best to balance out the other side by giving to ourselves.
Read MoreNurturing as a skill recognizes several important constructs about how children develop social-emotionally, physically, and cognitively. If we are to support whole child development, we need to acknowledge that nurturing all the ways young children develop and learn is a complex business.
Read MoreReactions to stress are individualized. Our ability to cope relies on a complex and ever-changing equation of individual and environmental factors.
Read MoreCommunication can be our biggest stumbling block to having successful relationships. In this post, we look at strategies that we can use to build and enhance productive relationships with our program leadership.
Read MoreI always feel that there is often too much opportunity for the time I have. I want to explore what productivity means in the context of our daily practice as early childhood professionals.
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