Laying the foundation: Understanding early childhood teacher well-being -- Key issues addressed in this chapter -- What is well-being? -- Well-being and early childhood care and education professionals -- The eight dimensions of wellness -- Influences on the eight dimensions of wellness -- Our guiding conceptual framework -- Summary and conclusions -- The importance of teacher well-being -- Key issues addressed in this chapter -- The impact of teacher well-being -- Summary and conclusions -- Well-being within early childhood teacher preparation programs -- Key issues addressed in this chapter -- Facilitating preservice teachers' understandings of teacher well-being -- What teacher well-being is . . . and what it isn't -- Understanding and supporting the well-being of preservice teachers -- Supporting early childhood teacher well-being -- Through effective teacher preparation -- Strategies to manage personal well-being -- Summary and conclusions -- Promoting well-being with practicing teachers -- Key issues addressed in this chapter -- Promoting early childhood educator -- Well-being across the ecosystem -- Relationships: The magic sauce in every well-being recipe -- Well-being champions -- Readiness for change -- Goal setting -- Summary and conclusions -- Learning from others: Illustrations of well-being -- Programs and initiatives -- Key issues addressed in this chapter -- Supported self-care -- Limited well-being promotion activities -- Examples of well-being programs for early -- Childhood educators -- Summary and conclusions -- Wells and frontiers: Deepening and broadening our understanding of teacher well-being through the intersectionality of race and gender -- Dr. Eva Marie Shivers -- Rationale -- Framework(s) -- History of childcare workers in the United States through a racialized lens -- Social and structural determinants of teachers' well-being -- Attachment, culture, and trauma -- Internal processes -- Moving from margin to center: How can we deepen and expand our awareness of teacher well-being? -- Spirituality-Black liberation theology -- Conclusion: A call to decolonize our understanding and support of teacher well-being -- Where do we go from here?: -- Considerations for policy and practice -- Key issues addressed in this chapter -- Education, penalties, and myths -- Fair compensation and the burden of early -- Childhood education costs -- Regulations, standards, and measures of quality -- Societal perceptions of young children and early childhood educators -- Summary and conclusions.
|
