Educator wellbeing and family engagement in Australian early learning settings

While the COVID-19 pandemic brought with it multiple challenges for families and the Early Childhood Education and Care (ECEC) workforce, it also highlighted the essential role of ECEC in the lives of children and families and presented unique opportunities for innovation and learning. The current study sought to explore learnings from this uniquely challenging period, including the factors and strategies that best supported educator wellbeing and family engagement in ECEC settings, from the perspectives of families, centre directors and educators. In 2021, 104 Centre Directors/Educators and 102 families completed online surveys exploring wellbeing and educator–family relationships. Correlations suggest that robust professional wellbeing and resilience are potential enabling factors for strong family engagement, and that supportive organisational structures in ECEC settings are a protective factor for both educator wellbeing and family engagement. In addition, five effective family engagement strategies were derived from the qualitative data: (1) drawing on personal and professional knowledges to enrich children’s learning at home; (2) prioritising regular and reliable communication with families; (3) maintaining familiar relationships and a sense of community; (4) providing person-centred support and a bridge to other services; and (5) nurturing mutually supportive educator–family relationships. Learnings provide important insights that may inform ongoing quality improvements across different ECEC contexts, and to help safeguard against the negative impacts of future global crises

Developmental psychology · Early childhood · Early childhood education · Pedagogy · Political science · Professional development · Psychological resilience · Public relations · Sociology · Workforce · Early Childhood Education and Development · Family and Disability Support Research · Infant Development and Preterm Care · Psychology · Social Psychology

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