Capstone Research Projects 2021-2022 Final

Capstone Research Projects

2021-2022

To each Student Researcher of the HBECL 2022 Culminating Class,

We hope and trust that we have laid a foundation that will allow you to continue to thrive as you take your next steps.

To that end, I want to remind you that you are now a valuable part of a community of research, and we will always consider you to be members of the Sheridan community.

We are looking forward to hearing about your next steps as you continue your journey with the tradition of Scholarly Excellence which you have forged!

Congratulations on your achievements,

Cathy Coulthard, PhD, RECE Associate Dean

Capstone Research Supervisors

2021-2022 Nathalie Di Francesco, Ph.D. Nathalie Di Francesco joined Sheridan College in 2007 as a full time professor in the Diploma of Early Childhood Education and the Honours Bachelor of Early Childhood Leadership in the School of Education, teaching courses in child development, learning environment, observation, and research. She holds a B.A. in Psychology/min. Education (Concordia University 2001), M.A. in Child Study (Concordia University 2004) and a bilingual Ph.D. in Psychopedagogy (University of Ottawa 2011). Her doctoral work deployed a quantitative survey design methodology to explore 308 early childhood educators’ knowledge of appropriate play materials in relation to their developmentally appropriate practice. Nathalie’s experience in the field of ECEC both in Francophone and Anglophone Canadian communities, ranges from early childhood educator, childcare consultant, researcher, and professor. Most recently, Nathalie created and conducted a mixed method research project investigating her local school community’s needs for a new outdoor learning environment and reported the results to the TDSB. As well as worked with the ECE at her local childcare centre to implement better child development documentation to be shared with parents. Nathalie has almost 20 years of experience developing, conducting, and supervising research with adults and young children using a variety of data collection methods such as rating scales, observations, surveys, developmental assessments, and interviews. She conducted research supported by Sheridan College, Concordia University, University of Ottawa and other institutions, funded by agencies (e.g., HRCD FCAR & SSHRC), successfully received REB approval from various institutions, and demonstrates a continued sensitivity to the ethical components of conducting research and has supervised over 60 thesis research projects. Her current research interests include: Environmental influences on young children’s development e.g., play materials and focused attention/cognitive regulation, learning environment quality and problem-solving.

Alison Gaston, MA, ECS Alison Gaston is a Registered Early Childhood educator with over 14 years of experience conducting and supervising research using the methods described herein: Her M.A in Early Childhood Studies included a quantitative exploration of a case study using adaptive designs to promote social interaction is an inclusive environment. She also brings to the team an extensive amount of experience working as co-investigator in Adaptive Design Pedagogical Inquiry, Ryerson University Researching Efficacy of Adaptive Design Use, Ryerson University, Outdoor Play in Canadian Early Learning Centres, Ryerson University & Humber ITAL. Alison has presented her research at AERA (2011) and SRCD (2009). She has worked on both Qualitative and Quantitative Research Projects. Over the past 10 years as a faculty member of Sheridan college she has worked as consultant with various childcare and community-based agencies, where her focus was inclusion and diversity, promoting transformational leadership, pedagogical documentation. She has presented throughout the Southern Ontario community over the past 12 years at 22 conferences to support Early Childhood Education. Through this experience she has established a network of working partnership though out the Southern Ontario Early Childhood community. In addition to these pursuits, she also served as a senate member, Chairman of LAC committee for FAHCS and was a voting member from 2014-2017 on the SRCA senate committee. Alison has been an Academic Advisor for the ECE Diploma program and has served as a supervisor in supporting 60 HBECL degree students in their successful completion of their Capstone research projects (EDUC 44579: Current Issues, Leadership for Quality (Independent study). Her current research interests reside in the areas Inclusion and diversity, Outdoor Curriculum, transformational Leadership and Physical Literacy.

Dhanna Mistri, BASc, MEd, RECE As a faculty member in both the Early Childhood Education (ECE) and Early Childhood Leadership (ECL) programs, Dhanna has been at Sheridan since 2006. She is the current program coordinator of the Honours Bachelor of Early Childhood Leadership (HBECL) Degree Program. Dhanna received an M.Ed in Adult Education from the University of Toronto (OISE) in 1994 and a B.A.Sc in Child Studies from the University of Guelph in 1989.

She has over twenty-five years of work experience which includes teaching, academic advising and coordinating as well as involvement in professional development, training and research initiatives. While she has taught courses in both the diploma and the degree, over the past few years she has taught several research and management courses, including supervising students in their capstone research courses. These courses include SOCS 10123 (Applied Research); MGMT 39207 (Introduction to Projects); SOCS 30065 (Research and Project Solutions); FLPL 37545 (Field 3: Leadership in the EC Profession); and, EDUC 44579 (Leadership for Quality). To date, Dhanna has supervised nearly 60 HBECL students in the successful completion of their Capstone research projects. Over the 2021-2022 academic year, she was research supervisor to 13 students. Her research interests include professional development and practice, pedagogical leadership, diversity, equity and inclusion, family-educatorstakeholder relationships, temperament, outdoor education and risky play.

Michelle Whitehead, EdD. Michelle Whitehead joined Sheridan in 2019 and brings to the college over 25 years of experience in the field of education. This includes delivering Foundational and Advanced Research Methods to both undergraduates and postgraduates and teaching a wide range of courses in the areas of Education including International Perspectives on Education Policy, Leadership and Practice programs. Furthermore, she has pursued independent research, including designing innovative research in the field of Education in the United Kingdom, The Netherlands and in Germany. This led her toward the orientation behind her thesis, a mixed method study completed to satisfy the conditions for her Doctorate in Education which was awarded by The University of Warwick, United Kingdom, by virtue of the engagement with philosophical ideas and the original insight into technology through analysis of discourse. Michelle's research interests include a focus on the effect of technology on human processes through the lens of philosophy, the extension of experiential learning experiences in the higher education classroom and notions of being-in-the world and aletheia, specifically to establish possibilities of multiple truths. Therefore, Michelle's ontological and epistemological roots assume a phenomenological approach based upon her acquaintance and understanding of and with, the objects of conscious experiences.

Ajaini, Lobna “Registered Early Childhood Educators’ Perspectives on Forest Schools Philosophy” This research revolved around investigating Registered Early Childhood Educators’ (RECE) perspectives on forest schools’ philosophy. This qualitative study followed a case study design, incorporating semi-structured interview of 11 questions by interviewing 7 RECEs in the GTA, to uncover educators’ perspectives and experiences of implementing risky play and nature-based approach, and to report on the barriers preventing them from implementing forest school philosophy FS. The purpose of this study was exploring why RECEs should implement and develop the knowledge for forest schools’ approach within the early learning setting. Data analysis revealed 3 prominent themes in relation to educators’ perspectives: how ECE feelings and personal reflections impact professional practice; factors impacting ECE’s professional practice and Benefits of Nature-based perspective. One of the key findings was that 4 of the 5 participants expressed interest and implemented nature and risky play where possible into their program. Further research examining these aspects in a larger context can gather more in-depth perspectives, in addition to evaluating if geographical locations of employment and years of experience are contributing factors to other educators in areas different than the ones that were reviewed for this study.

Keywords: Registered Early Childhood Educators, forest school, risky play

Aktar, Busra “Educators and Their Understanding of Children Who Are Gender Creative” This qualitative study’s research topic is based on gender creativity that can be found amongst children, and how educators currently interact and support children in their care who are gender-creative. The research problem being how personal biases from educators can hinder or impact the care and support that they may provide the children within their classroom(s). An objective of this study was to examine if educators require additional training/support in regard to how they can further support gender-creative children in their classrooms. To gain insight for the main inquiry of this study, 5 participants were interviewed using a semi structured interview protocol. The participants were all located in Ontario, Canada, and were working in the field of education. The collected data was then analyzed via the thematic analysis (TA) qualitative data analysis plan. The results were broken into three main themes: gender non-conforming children, anti-bias education, and professional development for educators. The results suggest that most of the educators felt confident in their own teaching capabilities and experiences, but that further professional development may be of benefit to those educators that may feel inept regarding certain discourses or topics (i.e. gender creativity, etc.), or educators graduated several years ago. These results suggest that although educators for the most part will try to provide anti-bias education in their daily occurrences with the children in their classroom(s), nevertheless there may be encounters where further education regarding the topic of gender creativity would give them more support or confidence in approaching the matter.

“

Sometimes,' said Pooh, 'the smallest things take up the most room in your heart.

- A.A. Milne

”

Amponsah, Linda “Educator’s Perspectives on High Turnover in ECEC” This research focuses on identifying factors that result in turnover in Early Childhood Education. The research question explored is: what causes Early Childhood Educators to leave the field. The research is based on qualitative methodology through the semi-structured interview with five participants who are registered ECEs and have experience working in the field. The study followed narrative research to allow all participants to share their perspectives based on open-ended questions to gather data. A total of four themes emerged as the result of this study, including the ECE’s perspectives on working conditions and its influence on quitting Intentions, the ECE’s perspectives on wages and its influence on quitting intentions, the ECE’s perspectives on turnover, and overall job satisfaction and coping strategies.

This study identified that lack of recognition and inadequate pay was the leading cause of turnover in the field. In addition, even though participants expressed stress due to work conditions, it was not a factor for the participants leading to quitting. The research question was answered based on the perspective of the five participants; however, a larger population and diving deeper into lack of recognition, according to ECEs, will be beneficial in future studies.

Alam, Kaukab “Parents’ Level Of Knowledge Of Children’s Self-regulation And Their Behavior Guidance Practices” Abstract: Some parents use negative parenting practices which have been demonstrated to have negative effects on children’s development including their self-regulation, while positive behaviour guidance practices been demonstrated to have beneficial effects for children’s development, which include benefit to their self-regulation abilities.

The development of self-regulation is extremely important because it has been shown to have a significant impact on an individual’s success in life. The purpose of this study was to investigate that if parents have a higher level of knowledge of children’s self-regulation, will it increase the chances of them using positive behaviour guidance practices. Or will practice of behavior guidance also indicate higher knowledge of children’s self-regulation. The results of this study showed that parents use of behavior guidance practices is strongly and positively correlated with their level of knowledge of children’s self-regulation.

Key words: Parents’ knowledge; self-regulation, behaviour guidance.

Albert, Cassidy “Successful Practices that Work with Children With Exceptionalities” The purpose of the research is for participants to answer the research question of “what are the successful practices used by professional working with children with exceptionalities”. The participants will answer this question by explaining their personal experiences, stories, teaching styles, resources and examples of their successful practices performed for children with exceptionalities. The study is a qualitative study done through an online questionnaire where participants will answer ten questions based on successful practices, techniques and environments for children with exceptionalities. Participants will include Early Childhood Educators, Educational Assistants, Speech and Language Pathologists, SERT’s, and OCT’s. Ten participants in total who work with children with exceptionalities will help answer which practices are best for children with exceptionalities because of their knowledge and experiences. Through analysis various themes emerged, they included the following; strong feelings towards inclusion, different environments supporting children with exceptionalities, educators exhibiting flexibility, and critical collaboration between different professionals working with children with exceptionalities. The outcomes of this study concluded that many of the major themes and literature interact within each other and align with what best practices they have for children with exceptionalities Key words: Exceptionalities, best practices, children.

Bhachu, Gurjeet and Melanie “Factors That Support Educator Knowledge of Childhood ADHD” The purpose of this study was to uncover the factors that foster educators’ development of knowledge on attention-deficit/hyperactivity disorder (ADHD) and the methods they use to support children who exhibit ADHD symptoms in the classroom. Literature supports the idea that the more knowledgeable an educator is in how to support children who exhibit ADHD behaviours in the classroom, the better equipped they are to frequently use positive classroom management strategies with these students, and the better outcomes there are for the children exhibiting the behaviours. This study used a qualitative method where interviews were conducted with 8 educators in a Southern Ontario School Board. The educators were asked questions that had them identify strategies they use in the classroom to support students who exhibit ADHD behaviours and identify factors that support their knowledge of how to support these students. Key factors that arose during the interview process that educators seemed to feel benefited their knowledge development were: collaboration, professional learning opportunities, experience in the field, and independent research. This study suggests that when all of these factors are implemented frequently, the educator has the greatest opportunity for knowledge development, and their students consequently will benefit the most through receiving the positive strategies and supports afforded them by their educators. It is recommended that educators engage in learning opportunities through all of these avenues, and administration should actively support educator access to these opportunities.

Blemano, Tracy

Boakye, Anna Twumwaa

Bradley, Elle

“The Pandemic’s Impact on Educators’ WellBeing”

“Professionalism in Early Childhood Education”

“Educators Attitudes about Inclusive Practice”

It has been said that an educator’s psychological and job-related well-being allows them to endorse classroom best practices and improve the quality of their teaching (Jeon et. al, 2019). The COVID-19 pandemic left early childhood educators with the task of navigating work environments under increasing amounts of stress and anxiety. This study examined early childhood educators’ (ECEs) experiences of how the pandemic affected their well-being. This qualitative study used a narrative research design to collect and share the stories of the participants. In this study, 5 early childhood educators from the Greater Toronto Area shared their experiences about how the pandemic affected their wellbeing. The semistructured interviews consisted of 8 open-ended questions and ranged from 20-30 minutes in length.

The findings suggested that the pandemic impacted the well-being of early childhood educators. The findings/themes which were represented in the data, and therefore help answer the overall research question are (i) personal well-being and (ii) professional well-being. Implications for future research could include building support networks in early learning environments and advocating for ECEs on a national level.

The purpose of this study was to understand early childhood educators’ experiences and beliefs about how their profession is perceived. This qualitative study used a narrative research design to interview six participants who are early childhood educators to share their views on how they perceive the ECE profession. The semi-structured interviews consisted of ten open-ended questions and ranged from twenty to twenty-five minutes in length. The themes which were represented in the data, and therefore helped answer the overall research question, are what are educators’ perceptions of the early childhood profession? and what is society’s view of the early childhood profession? The findings were represented in the data were passion, motive, solutions and babysitters. The results of this study suggested that the majority of educators have a passion for their work, but they felt their profession is not recognized and valued enough. Participants’ thoughts of professionalism focused on their experiences. Their narratives gave prominence to the state of early childhood education which calls for modification within the profession. Educators’ perceptions about their profession were extraordinarily strong.

Implications for future research include serving as a springboard to open a dialogue about professionalism in ECE to produce changes in the early learning sector.

The purpose of this study is to look at inclusion in the classroom with the specific research question being, “what are educator’s attitudes, opinions and beliefs on inclusive practice?” The study reviewed the responses of 25 registered early childhood educators, designated early childhood educators, and Ontario certified teachers who completed an online questionnaire composed of 14 questions.

Results indicated that a significant number of educators feel that inclusion within the classroom is necessary, however there is a need for more preservice training and access to additional classroom resources and support. This research is important in the field of early childhood education and will encourage further research into additional preservice training and resource implementation Key words: Inclusion, well-being, belonging, rights, educators, resources, training, support

Brown, Anderson Denise “The Use of Technology in Supporting Children’s Learning in Early Childhood Education” Research indicates that the rapidly changing digital age is an indication that technology is here to stay. This has caused debates between early childhood educators over the role of technology in early childhood education. This study examined how Early Childhood Educators used technology to support children’s learning in early childhood education. This qualitative study used a narrative research design to explore the participants’ experiences and beliefs. In this study 6 registered early childhood educators shared their beliefs and experiences on the topic of the use of technology in supporting children’s learning in early childhood education. The semi-structured interviews consisted of 8 open-ended questions and ranged from 20-30 minutes in length. The findings suggested that educators have positive attitudes and beliefs, that the use of technology within early childhood education can support learning and development in young children. The findings also suggested that educators are faced with barriers such as lack of technology resources, lack of education/ training, and technical support. The themes in the data, and therefore help answer the overall research question, are benefits and barriers. Implications for future research could include the need for a better understanding of the use of technology in early childhood education.

Brown, Dominique “What are parents’ experiences on how the pandemic has impacted their child?”

Covid-19 is a life threatening and transmittable disease which was discovered in the middle of December 2019. Throughout these past years, there have been worldwide changes which has resulted into major adjustments and forced society to adapt to a new norm. Bambra (2021) states “the outbreak of COVID-19 has affected the lives of people worldwide, highlighting inequities in society, particularly in healthcare access and education”. Moreover, the overall purpose of this study was to explore the effects the pandemic has had on children and their families. The research question was what are parents’ experiences on how the pandemic has impacted their child. The reason this research is being done is to seek more knowledge on Covid-19 and investigate what positive or negative effects came from this pandemic. In addition, this qualitative study used a narrative research design to collect data from participants. In this study 4 participants shared their perspectives and experiences on the topic, Covid-19 effects on children and families. The semi- structured interviews consisted of open ended questions and ranged from 14-18 minutes in length. The findings suggested that Covid-19 played a huge role on both the parents and child’s life and had both positive and negative effects. The themes which were represented in the data and helped answer the overall research question were behaviours, social skills and social interaction. Moreover, implications for future research could include examining long term effects of Covid19 on children and their families. Also, conducting the same research but have a different target audience can also be done in order to see if there are any similarities or differences with the current data collected.

Chand, Charmila “Exploring Educators’ Knowledge and Strategies for Supporting Youth Mental Health” Literature indicates that there is a lack of educator knowledge and readiness around supporting youth mental health. The present study examined educators’ current knowledge and strategies used to support youth mental health through the research question, “What is the knowledge and strategies used by educators to support youth mental health?”. This quantitative survey study used a 65 item web-based questionnaire to explore educators’ knowledge, strategies, and potential needs around supporting youth mental health. A total of 57 educators shared their experiences with supporting youth mental health. The findings suggested that, regardless of position, educators seemed to view supporting mental health as part of their job. Confidence appeared to be affected by the position held and external factors such as frequency of training.

Furthermore, there seemed to be a lack of educator knowledge and strategies for supporting youth mental health as 50% or more participants had no training in 13 of 17 items listed, and 70% or more agreed/strongly agreed that training in 11 of 14 listed items would better help them meet the needs of students with mental health issues. Implications for the field of education may include increased training and professional development opportunities specific to topics desired by educators.

Keywords: Youth mental health; educator knowledge; educator training; educator strategies

“

There can be no keener revelation of a society’s soul than the way in which it treats its children.

— Nelson Mandela,

”

Chavda, Karina “Supporting Children’s Social and Emotional Development” This report addresses supporting children’s social and emotional development. The research question for this study entailed, “How do educators support children’s social and emotional development in the classroom?” This research aimed to ensure that children would feel equipped for their transition to kindergarten. More specifically, this research helped educators and parents gain insights into supporting children's learning and development, which benefited the children, educators, and parents (Temple et al., 2013, p. 69). The research design in this study was a case study which involved participating in a semi-structured interview.

The overarching findings were that particular professional practices need to be followed for children to feel a sense of relief and to enhance learning and development for children. This research reinforced the idea that there needs to be significant changes and specifications that are required for the early childhood education field regarding supporting children’s social and emotional development within their learning environment(s).

Choi, Shimin “How does social media affect the mental wellness of children and adolescents?”

The purpose was to conduct an in-depth exploration and investigation of the impact of social media on the mental wellness of children and adolescents. This study investigated the impact upon children’s mental wellness through a case study design using a single qualitative method. Online interviews were conducted with 6 participants, the main findings being that both parents and adolescents found that social media use had both negative and positive effects on children’s mental wellness. Parents and adolescents indicated that the negative effects can lead to children’s addiction to social media, resulting in children’s sleep, emotional and behavioral depression. Parents and adolescents also expressed that the positive impact is that children can broaden their horizons, learn new knowledge, be inclusive and interact more with others.

However, the overarching finding was that limiting the time children use social media can reduce children’s excessive addiction to social media and the results from this study revealed that effective and correct interventions and guidance by parents and adults may prevent and mitigate excessive use of social media by children.

Chua, Charlene “Early Childhood Educator Nutritional Promotion and Practices” Canadian children’s unhealthy nutritional habits have drastically risen over the past few decades. Unfortunately, these habits are likely to persist into adulthood dangerously.

The following quantitative survey research design study aimed to explore ECE practices that promoted healthy nutrition. The specific research question implicated was: What practices are used by early childhood educators to promote nutrition? In all, 75 in-service ECEs practicing in Canada participated in a 17-question anonymous survey regarding practices around nutrition in all aspects of a childcare centre. The main findings suggested that educators who attended more nutritional training discussed healthy nutrition more with children and families. Likewise, those who attended less training discussed healthy nutrition less with children and families. Additional findings suggested that participants’ top method for promoting nutrition was classroom play materials. As unhealthy habits rise in many Canadian children, the need for educators to take some responsibility for nutritional teaching and role-modelling is essential.

Keywords: Nutrition, children, obesity, healthy, practices, training

Hamid, Sehar “Educators’ Knowledge of Residential Schools in Relation to the Indigenous Community” Research indicates that educators have limited knowledge about residential schools in relation to the Indigenous community. The purpose of this quantitative survey was to explore ‘what is the knowledge of educators’ regarding residential schools in relation to the Indigenous community’? The research analyzed the responses of 59 participants who were either Early Childhood Educators or Elementary School Teachers who completed the online research questionnaire. The results from the questionnaire were then measured using t-tests and ANOVA.. The findings indicated that there was a significant difference between participants registering for training’s which will help in learning how to best support Indigenous children and their families and important for educators to learn about residential schools at p>.05 level for the conditions [F(1,116)=15.6, p=0.00014. This research is important within the educational field because it will encourage educators to obtain knowledge regarding residential schools in relation to the Indigenous community, and how they can support the Indigenous children and families that they are working with.

Keywords: Educators, Knowledge, Indigenous Community, Residential School, Trauma, Support, Resources, Canada, Children

Hassan, Sara

Horvath, Jody

Hu, Luyu

“Self-determination for students with exceptionalities”

“Potential Impacts coaching has on early childhood educators’ practices”

“The Impact of COVID-19 on Children Aged 3-8”

The purpose of this study was to explore how selfdetermination is promoted for students with exceptionalities, specifically how self-determination was fostered and promoted for students with exceptionalities through their past high school experiences, and how it impacted their career and educational pathways. The study utilized a single method case study research design, using interviews as the data collection method. A total of six participants engaged in this study to share their past and current perspectives on their self-determination.

The data analysis method was rooted in grounded theory and revealed motivation and inclusion as the main findings within this study. These two themes were conceptually established through engaging in grounded theory. The findings suggested three theories about the selective themes, that students with learning limitations developed growth mindsets based on their self-determination, and that even though self-determination has a problematic definition, it occurs at differing points for participants.

Finally, the data suggested that terminologies such as IEPs and accommodations labeled students, therefore, leading many to refuse using these supports, making them feel singled out and limiting their sense of belonging.

The purpose of this study was to explore the potential impacts that coaching has on early childhood educators’ practices and utilized an exploratory case study (Stake, 2006). The study was bound to two childcare centres within Halton Region currently participating in a coaching model. Participants consisted of three educators from each site who were all engaged in a coaching model and had at least three months experience. The data collection method used was a semi-structured interview and the data revealed that coaching can provide one with the opportunity to gain a different perspective, which can potentially lead to the implementation of new strategies. Interestingly, the data further revealed that these potential shifts in practice appear to be reliant upon engagement in the coaching framework, such as the delivery and frequency, relationships between the coach, educator, and environment, and ultimately the educator’s mindset. Consequently, this case study adds to the recursive debate surrounding the coaching initiative and provides alternative dialogues which may potentially positively impact the implementation of the coaching model in the future.

“Children’s early experiences last a lifetime” (Ministry of Education, 2014), and the impact of people and the environment plays a huge role in their early years. This research study aimed to understand parents’ and caregivers’ experiences of how the COVID-19 pandemic impacted their children. With COVID-19 being an emerging and continuous phenomenon, there is limited research on our knowledge of the impact of COVID-19 on everyone, including children. This qualitative study investigated the impact of the COVID-19 pandemic on young children by using a narrative design. Eleven participants participated in semi-structured interviews with seven open-ended questions, which ranged from 25-75 minutes per participant in length. Three themes emerged from the data: (i) socio-emotional development, (ii) health and well-being, and (iii) learning. The findings revealed all the participants from this research study reported the COVID-19 pandemic impacted their children’s socioemotional development. Most participants said their children’s learning was impacted, and the majority reported that their children’s health and well-being were impacted by COVID-19. Overall, the impact of COVID-19 on children has been unavoidable based on the findings of this research study and existing research studies.

Keywords: COVID-19, socio-emotional development, health, wellbeing, learning, Early childhood education and care

Jamal, Sehar “Understanding the emotional responses of children who experience parental relationship breakdown” Using a qualitative research method this study investigated the emotional responses of children who experience parental relationships breakdown. The objective of the research was to understand the emotional needs of young children and early intervention to prevent children from experiencing long term childhood trauma, due to parental divorce. The research was conducted through a semi structured interview with five female participants and one male participant. The data was then analyzed through the grounded theory (GT) approach. The data revealed that the effects of parental relationship breakdown such as, family stress, parents’ prevention methods, lack of other parent involvement, failed future relationships, failed father child relationships and depression/anxiety were the most prevalent causes of divorce. This was perceived by the participants as childhood trauma which they feared would progress more high levels of conflict during divorce was believed to be strongly associated with psychological abuse, the indicators of which increased depression, anxiety, and behaviour young children and adulthood. The study showed the impact of divorce on young children appears to increase the risk of a variety of issues such as, PTSD, depression/anxiety, conduct concerns and forming intimate adult relationships.

Nijjar, Jasleen “Identifying Indigenous ways of knowing practices in the classroom through the representation of early childhood educators” This research study focused on gaining more understanding of the educators’ perspectives and experiences on the implementation of Indigenous ways of knowing as well as how they can support representation within early learning classrooms. Therefore, the research question of “how do early childhood educators represent Indigenous ways of knowing in the classroom?” was formulated, explored, and reflected upon throughout the process of this research study. The case study design within the qualitative method of research was utilized focusing through the “interpretivism” theoretical perspective lens. The sample was early childhood educators who are current or recently graduated students of the HBECL program at Sheridan College and have experience working in the early learning classroom environments. The data revealed that the most important factors to educators were authenticity, reinforcement, and promotion. This highlighted the significance of presenting educators with valid information about Indigenous practices, providing adequate support for them, and enhancing Indigenous opportunities in the classroom. This research study is a step toward understanding and emphasizing the aspects that are restricting early childhood educators’ approach to representing Indigenous ways of knowing in the classroom, which may also assist to enhance more opportunities for various diverse cultural-based learning within early childhood education settings.

Khattab, Maryam “How do educators motivate children through distance learning?”

As a result of the COVID-19 epidemic in 2020, distance education was accelerated, and for a period of time, most children were learning online. With this rapid development of new communication technology, one could argue that remote learning had the potential to generate a rich, realistic learning ecosystem that encourages collaboration and interdependence among learners. But from an opposing position, major discussion has identified possible challenges with distant learning quality and the fundamental challenge of building a virtual learning community. This single method case study was designed to explore the difficulties of creating a remote learning environment with a high level of social presence and involvement, and examined how educators encourage children through distance learning in order to gain an deeper understanding of some of the techniques that support positive interaction between educators and students via distance learning, the challenges that distance learning appears to have for both educators and students, and the training that teachers may have received. The data revealed that, keeping students involved in online learning through play-based learning, student stimulation, and mobility is essential. In addition, the challenges that remote learning presents are significant ranging from participants were feeling quite overwhelmed and stressed because of the inadequate distance learning training they had gotten. As a result, this study argues that a greater understanding of the factors which affect online learning are necessary in order to address some of the societal inequities that may occur as a result of the crisis.

Jesus, Lauren “What are RECE’s thoughts and understanding on outdoor play with children aged 3-4 years?”

This research study investigated the perspectives of 5 Registered early childhood educators who work or have worked with children aged 3-4 years. The purpose of this study was to determine how important outdoor play is for Registered early childhood educators and if there are any limitations they face regarding outdoor play. This study allowed eligible participants to partake in a 7-question interview regarding their own thoughts, beliefs, and opinions on outdoor play. The interviews allowed the researcher to gain insight into the different aspects that factor into the outdoor environment in the early childhood setting. Limitations and benefits of outdoor play for children aged 3-4 years were some of the main themes brought up during this interview process. One key finding during this process was that all RECEs believed that outdoor play has a huge impact on a child’s overall development. Final conclusions would be that RECE’s understand the benefits outdoor play has on children but face many limitations while trying to implement it such as technology, space and time.

Khan, Mariam “Educator Knowledge and Skills on Adverse Childhood Experiences” Recent literature shows that the deleterious effects that Adverse Childhood Experiences have on development can be mitigated/prevented through positive relationships. Early childhood educators (ECEs) are well poised to detect any adversities that the children within their care may be facing, as well as building much-needed supportive relationships with children/families.

Recent research, however, has yet to explore the amount of knowledge and skills that in-service ECEs have on ACEs; thus cultivating the research question that this study pertained to: What are educators’ knowledge/skills on ACEs? In this study, 5 participants provided insight on their knowledge and skills on ACEs. The semi-structured phone interviews consisted of 11 questions and ranged between 30 mins-1 hour in length. The findings suggested that the participants have strong ACEs knowledge, and this knowledge influences their approaches on how to support children/families who are facing adversities. The findings/themes which were represented in the data, which assist in answering the overall research question, were (i) Accurate Definitions/Categorization of ACEs, (ii) The Negative Impact of ACEs on Child Development, (iii) Strong Educator Knowledge on Where ACEs Originate From, (iv) The Importance of Relationships in an ECE Setting, and (v) Educator Level of Preparedness Based on Knowledge. Implications for future research include exploring the pre-service education/training that ECEs receive when it comes to dealing with adversities.

Key Words: Adverse Childhood Experiences (ACEs), Attachment, Registered Early Childhood Educators (RECE), Early Childhood Education (ECE), Building Relationships, Knowledge & Practice, Child Development, Intergenerational Cycle of ACEs/Trauma

Kun, Julianna

Liu, Yongming

MacDonald, Anthony

“The Powerful Male Hero? An Examination of Gender Representation in Children’s Animated Film Posters from 2000-2021”

“A cultural comparison on children’s social and emotional competence”

“Not all Flights Land in Italy: Exploring Parents’ Experience on Interventions in Their Three-To-Seven-Year-old Children with Autism “

Gender identity begins to develop as early as toddlerhood. Children are particularly susceptible to the messages they receive during this critical stage of development when they witness modeled behaviours.

Being repeatedly exposed to stereotypical portrayals of the sexes impacts their world view of gender representation. The present study explored the imbalances of gender depictions and stereotypes within children’s cinema, aiming to answer the question how is gender represented in children’s films? This was achieved by replicating the analysis conducted by Aley and Hahn (2020), The Powerful Male Hero. In order to measure how gender was represented in children’s films, 130 animated movie posters were coded for seven variables to measure gender frequency and tropes. For this quantitative document analysis, the films selected were released between the years 2000 to 2010 and 2011 to 2021. Findings revealed that male characters were the dominant presence and maintained higher status and strength. However, a positive association was found between passage of time and an increase in female representation.

Discussion for possible expansion of selection parameters for future research were outlined.

Implications for early childhood detail how influential observances of the gender binary can be on growing minds and how these affects may be mitigated.

Keywords: Gender Representation . Children’s Films . Gender Tropes . Animated Posters . Content Analysis . Play . Socialization . Stereotyping . Development . Wellness

This case study explored the impact of cultural differences on children’s social and emotional abilities and utilized a qualitative research method. The perspectives of Chinese and Canadian parents were examined to establish if there was any cross-cultural difference in understanding social and emotional intelligence in young children. The data revealed that Chinese and Canadian parents share comparative perspectives on several areas of their children’s social and emotional development, such as the importance of interpersonal skills, emotional regulation, the ability to resist pressure, and some great traditions. However, the social competence and emotional competence of a child were influenced by culture. In addition, Chinese parents and Canadian parents also had some different views on their children’s development. This implies that to work alongside families and children successfully, one must be mindful of cultural differentiation and how this may affect their expectations and understanding of this phenomenon.

Many children may not start to show signs of autism until four or five years of age. Getting a diagnosis for autism is often delayed due to long wait times for getting tested and potential misdiagnoses. This study aimed to examine parents’ experiences navigating diagnosis and early interventions for their children with autism. Participants in this study shared their experiences about having a child(ren) with autism, getting a diagnosis, and the successes and barriers of early interventions (Applied Behavioural Analysis – ABA). This qualitative study used a narrative research design with five participants. The semi-structured interviews consisted of nine open-ended questions and ranged from twenty to forty minutes in length.

The themes which were represented in the data and therefore helped answer the overall research question were awareness, acceptance, and action.

The findings also suggested that some parents struggled in getting a diagnosis and seeking the support they required. Suggestions for future research could include educators and parents recognizing “red flags” sooner (such as children not reaching developmental milestones) and identifying these could be early signs or characteristics of autism. Early recognition may lead to earlier diagnosis, leading to earlier interventions and support for these children and their families.

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education” – Martin Luther King

Mahfouz, Olivia “Educator’s Perspectives on Implementing Covid 19 Protocols” Over the past 18 months the field of Early Childhood Education and Care was changed drastically to cope with the demands and requirements of Covid-19 to protect the families and children. The researcher made a qualitative study following a narrative research design of epistemological learnings of five participants, incorporating a semistructured interview, to uncover Registered Early Childhood Educators experiences and opinions throughout the pandemic working in Ontario. Data analysis revealed four prominent themes: the guidelines and protocols prior, during and now with the Covid 19 pandemic; How Early Childhood Educators were feeling and personal reflections during the pandemic; the importance of the well-being of the child during the pandemic and lastly the environment at the daycare during the pandemic. The main theme that resonated in both the literature review and data analysis was the effect of Covid-19 during the pandemic on the Registered Early Childhood Educators and children attending daycare and their well-being being affected due the changes of the protocols and guidelines. The researcher found the participants spoke about increased workloads, stress, and lack of time throughout the pandemic. Further research examining these aspects using larger context that has a more in-depth assessment on the well-being of the Educator and changes that would benefit them to stay in the Childcare field.

Keywords: Registered Early Childhood Educators, guidelines and protocols, well-being

Mahmood, Danish “The Mitigating Factors Which Influence Youth with Exceptionalities on Career & Post-Secondary Choices” This research explored and examined the mitigating factors that influenced and impacted youth and students with exceptionalities in their career and post-secondary choices. This study aimed to gain insight into the challenges, opportunities, and barriers youth with exceptionalities faced with transitioning into a career and post-secondary path. This study examined students who identified with an exceptionality/disability and had graduated secondary schooling and secondary teachers who had experience working with students with exceptionalities. The overarching question within this research was, “What are the mitigating factors which influence YWE on career choice/ postsecondary paths?” The study centred around a qualitative method and a narrative research design. In this study, six participants (three students with exceptionalities and three teachers) were interviewed and shared their experiences and perspectives on the factors which influenced (YWE) to make career and post-secondary choices. The overarching findings were that school to post-secondary & career transition, the education system, and advocacy. Therefore, data suggested that micro and macro levels of factors influenced YWE in making career and post-secondary choices. Implications for future research could include exploration needed in how graduation rates for YWE are relatively high, and yet, YWE struggle with transitioning into a career or post-secondary path.

McIntosh, Chanae “Educator’s Perspectives on how Food Insecurity May Affect Early Learning and Homelife” Food insecurity is a global issue and can have severe affects if experienced for a long period of time. With the recent Coronavirus pandemic (Covid-19) more families are experiencing food insecurity. Food insecurity can drastically affect development in young children with the increasing rates of families experiencing this in their daily lives. The purpose of the qualitative research study is to understand how food insecurity can affect early learning and homelife from the perspective of educators in the field. The research study sought to find out what programs maybe easily accessible to the community. To find this out semi-structure interviews were conducted with 7 participants who were educators in the field of Early Childhood Education. The analysis showed that educators felt they were not trained adequately to recognize if a child is experiencing food insecurity, it was also found that the resources that are currently available are not well known by educators and it is a lengthy process for parents to apply. In conclusion more research needs to be done separately for the Region of Peel to provide accurate numbers for the usage of services. This will allow the government to allocate funding / resources accordingly. For childcare centers and schools more training for educators is necessary, and providing a information package of resources available is suggested.

“

Let us find a way to belong to this time and place together.

Our future, and the well-being of all our children, rests with the kind of relationships we build today

”

– Chief Dr Robert Joseph

Nasir, Sadaf

Nguyen, Judy

Tameika Noble

“Educators’ Perspectives on Strategies to Promote Inclusion and Diversity in their Classrooms”

“Educators Supporting Young Children’s Engagement in Early Childhood Settings”

“Supervisors’ Perspectives on their Leadership Strategies to Support RECE’s and Families”

This research offers the perspectives of Registered Early Childhood Educators’ views on strategies to promote inclusion and diversity in their classrooms.

The research focused on educators’ feelings and perspectives on inclusion and diversity, the benefits of inclusion and diversity, inclusive and diverse environments, and the challenges educators faced.

This qualitative research used in-depth interviews of 9 Registered Early Childhood Educators residing in Ontario, Canada. In this study, the researcher explored the multicultural competencies of educators and their role in the classroom to support inclusion and diversity. The key findings of this research focused on the educator’s perspectives regarding discrimination, equity, respect and acceptance, belonging, relationships, similarities and differences, the image of a child, cultural practice, and discusses the impact of the Covid -19 pandemic on inclusion and diversity practices in the classroom. It also examines the role of the educator to nurture relationships between the children and families in an early learning and care environment. In conclusion, this qualitative investigation based on the viewpoint of early childhood educators (RECE) revealed that all the participants engaged in several strategies to promote inclusion and diversity in their classrooms.

Keywords :Equity, Respect, Acceptance, Discrimination.

Relationship, Benefits

The purpose of this qualitative research study is to explore the learning opportunities early childhood educators (ECE) have provided to support children’ engagement in the classroom during play. The research problem the researcher has investigated is educators may not provide learning opportunities that are essential to support children’s engagement and learning in the early childhood setting. A total of 5 participants who are registered early childhood educators (RECE) participated in the case study. The qualitative data allowed the researcher to conduct a semi-structured interview as they interviewed each of the participants to gain a better insight of each of their perspectives and experiences. The major findings suggest that registered early childhood educators are providing many opportunities through their relationships and materials to support children’s engagement in the classroom. Children are seen to be supported by the educator during their play who discussed providing the resources for their play activities such as active interactions, social, dramatic, music, art, dramatic, indoor, and outdoor play.

However, educators supporting children’s engagement in technology were seen as limited as technology continues to evolve and educators should continue to explore how technology can be used to support children’s engagement in the early childhood setting.

The purpose of this research study was to look at how supervisors support their staff and to gain a better understanding of leadership and support in the Early Childhood field. This research is important because it may be the key to retaining high quality childcare educators and leading to better quality outcomes for the centres. A case study research design was chosen for this qualitative research study. Five early childhood educators, with a supervisor position and at least three years experience were interviewed individually.

The semi-structured interview questions in this study were set up to understand the dynamics in early childcare centers from the point of view of the supervisor. Three main themes emerged from the data which were, distributed leadership, the attributes, and actions of supervisors in ECE leadership and, the benefits of supervisory leadership. The main themes found in both the data and the literature were: the most effective type of leadership in early childhood education and what leadership looks in the centres between supervisors and staff. Future research can be done to better define leadership in early childhood education and the potential outcomes from that style of leadership.

“

The school doors may close—but the relationship with your students is continuous as you share the community with them

”

Maggie MacDonnell Canadian winner of the 2017 Varkey Foundations’ Global Teachers Prize

Oyaneder, Evelyn “What are educators’ experiences of how school age children have navigated their return to school post pandemic and how has it impacted their outdoor play and recess?”

The overall purpose of the study was to explore educators’ views of how children aged 6-9 have navigated their return to school after the pandemic lockdowns and protocols. Specifically, this study provided information about the protocols that have been put into place as schools have re-opened fully, and how educators and children have dealt with the changes that have happened. This study used a qualitative methodology with a narrative design through five interviews with nine questions. The research question was: What are educators’ experiences of how school age children have navigated their return to school post pandemic and how has it impacted their outdoor play and recess. Two primary themes were uncovered in this study: impact on students and impact on educators. 3/5 participants agreed that children were engaging in too much sedentary behaviour such as sitting in class and sitting during indoor recess and 3/5 participants pointed out how reduced recess times have impacted the educators’ instructional time and refocusing the class’s attention. Findings showed while staff and students were glad to be back to in person learning, the impact on educators and children were very strong and may cause further delays in learning.

Pugh, Meaghan “What are the potential impacts of virtual learning on children's social-emotional development?”

Due to the impact of COVID-19, school boards implemented virtual learning for most children, including children as young as the age of four.

This research study investigated the potential impacts that virtual learning potentially has on children’s social-emotional development, specifically to gain an understanding of what social-emotional learning is and why it is important. This qualitative study involved a small sample and utilized a qualitative data collection method. The data reflected that there is a perceived lack of social-emotional learning curricula within virtual learning environments, along with children’s mental health being potentially negatively impacted along with other factors which caregivers noted. This research therefore adds to the growing literature surrounding the importance of social-emotional development and the need for further research on the long-term effects of virtual learning.

Reynolds, Nyajah “Educators Supporting Mental Health and Wellness” With the growing amount of children facing mental health issues, the way in which educators support mental health and wellness within school-aged programs is impactful. This qualitative research study examined and explored the following research question; how are educators supporting wellness and mental health in school- aged children? As well as the following sub-research question; what obstacles do educators face in supporting mental health among school-aged children? Through prior research it highlighted that there is a lack of knowledge and training amongst educators when it comes to supporting and promoting mental health and wellness within school programs. In a study done by Linden and Stuart (2019), “only 4% of teachers strongly agreed that they had an adequate level of knowledge required to meet their students’ mental health needs” (p. 2). Within this research study, a total number of five Registered Early Childhood Educators (RECE) took part in a semi-structured interview. The main findings and results include many educators not being adequately equipped and trained to promote and teach mental health and wellness, the negative effects of Covid-19 and how it has strongly impacted children’s mental health and the ability for educators to promote mental health and wellness, and specific ways in which educators support mental health and wellness within their school-aged programs. The overall goal and intention of this research was to gain more knowledge on the topic, as well as to bring light and awareness to this important topic with the intention of making change.

“

The most powerful method of improving education is to invest in the improvement of teaching and the status of great teachers.

- Sir Ken Robinson

”

Roberts, Madison

Siddiqa, Ayesha

Sandhu, Harvir

“The Perspectives of RECEs on Outdoor Risky Play”

“Parental perception on communication with educators”

“What are the potential impacts upon immigrant children entering elementary school?”

This mixed methods research study had investigated the perspectives of 25 Registered Early Childhood Educators on outdoor risky play. The purpose of this study was to determine whether outdoor risky play is seen as an important part to the curriculum in the education field. This study is a mixed method study, provided an opportunity for participants to respond to a survey and provide written answers to some of the questions to gain their perspectives regarding their implementation and barriers to risky play in Early Childhood Education and Care centres in Ontario.

Common trends that arose were that the participants understood that risky play was important to the young child’s development. They also discussed the barriers that would prevent implementation of risky play on the playgrounds – including safety concerns, Policies, and procedures in the written answers. One key finding in the research was that many educators reflected on the perceived hazards and risks which prevented the implementation of risky play on the playground. Final conclusions would be that more information regarding the benefits of outdoor risky play be researched recommend supporting children with the encouragement they all need to participate and develop.

Knowing the importance of communication, this study aimed to answer the research question “What is the parents’ perspective on communication between educators and parents”. The present quantitative study used a survey research design to collect information of the parental perception on communication. In the study 51 participants (parents with children of any age in childcare) answered closed ended questions through a web-based questionnaire discussing their views/perception on communication occurring between them and the educators at their children’s childcares. The web-based questionnaire consisted of 20 questions. The findings suggested that though communication is an essential aspect in the relationship between parents and educators, through the evaluation of parental perception there seem to be many factors that impact the level of communication that takes place between parents and educators as well as how parents view communication that is occurring. The study implies a need for conscious effort to be made by educators in trying to incorporate parents within communication as well as trying to gain a better understanding of aspects that may hinder communication form taking place as to overcome them and create an open and continues communication system.

Keywords: Communication, parental perception, parenteducator relationship.

The purpose of this study is to analyze the impact immigrant children face upon entering elementary school. This single method case study explores the issues immigrant children may face upon entering a new environment. Six participants with the background of immigrants (i.e., immigrant parents, migrated from a different country, etc) and/or educators were recruited to answer seven openended questions during a one-on-one semi-structured interview. Data was analyzed using the grounded theory approach. The overarching findings were that language, educator/parental participation and ESL/ESL classes seen throughout the data. The three themes were seen as the most significant factors that participants believed affect immigrant children upon entering elementary school.

“

Education is not preparation for life; education is life itself.

- John Dewey

”

Selmani, Fatlinda “An auto biographical research study reflecting the process of dealing with trauma and self healing” The research design for this study was an auto ethnographic narrative design which is thought to align with common dimensions of narrative inquiry. As this is auto ethnographic, the researcher assumes both role of researcher and researched, therefore there are no other participants other than myself. The method used take the form of documentary analysis, which will involve both the use of reflexive accounts and creative interpretations of narrative identity. The resulting paper discussed my personal journey through a period of trauma and change and, using some poetic analysis, depicts my journey through reflection and change.

Surman, Alyssa “Early childhood educators’ beliefs and practices during outdoor time” This qualitative narrative design study used an open-ended questionnaire to explore, “What are early childhood educators’ beliefs and practices during outdoor time?’. The goal was to understand what early childhood educators’ beliefs about the outdoor environment are while also understanding practices early childhood educators use during outdoor time. Four themes emerged from the analysis which is, “Positive factors influencing ECE outdoor practices: Freedom, Negative factors influencing ECE outdoor practices: Safety, Increasing outdoor creativity by using loose parts and RECE personal feelings about the outdoor environment”. The educators in the present study believed that the outdoor environment is beneficial to the children’s development while mentioning how they implement risky play, creativity, and nature activities. Educators also reflected on their personal experiences in the outdoor environment when they were children, with majority of educators mentioning how the outdoor environment was a positive experience and believe it helped them develop skills such as confidence, problem solving, independence etc. Unfortunately, there are issues that relate to the outdoor environment such as safety, lack of materials, parents having concerns and lack of knowledge/enthusiasm from educators. Implications for future research could include professional development when it comes to risky play and becoming more comfortable with the outdoor environment.

Keywords: Outdoor play, Outdoor environment, risky play, creativity, nature, safety

Swasey, Stephanie “Children’s Reported Emotional Well-being Outdoor versus Indoor” The present quantitative survey study explored reported levels of emotional well-being of children in the outdoor compared to indoor environment. Parents of children 2.5 – 12 years old completed a web-based questionnaire of which included an observational section where parents rated their child’s emotional well-being in outdoor versus indoor settings. T-tests statistical analyses were conducted. Surprisingly, the results indicated that parents scored their children’s emotional well-being higher in indoor settings compared to outdoors. Moreover, implications for the field is that, as the indoor environment supported children’s emotional well-being, this can hinder children’s chances to be outdoors and stay indoors often based on the results found.

Keywords: reported levels of emotional well-being, children, outdoor, indoor.

“

The secret of getting ahead is getting started.

The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.

- Mark Twain

”

Watson, Sarah

Weeks, Mercedes

Whitfield, Ashley

“The Potential Holistic Impacts of Online Learning on Adolescents During the COVID-19 Pandemic”

“Investigating Access to Early Intervention Services in Ontario: A Parental Perspective”

“Workplace professionalism in the early childhood field”

This quantitative study surveyed 15 parents of children who had accessed or were currently accessing early intervention services (EI) within Ontario. This study did not require a particular diagnosis nor use of a particular service to participate. The purpose of this study was to identify some factors that may impact and influence a family’s ability to access early intervention services for their young children. Using an anonymous, web-based questionnaire, participants were asked a series of 25 questions to quantify their experiences and attitudes surrounding accessing early intervention programs and services for their children under 10. Themes that emerged during the period of study were wait times as well as ease of access to information about services. This study’s results indicated that 64.3% of parents of children under 10 have felt overwhelmed by the process of accessing EI and 42.9% were very dissatisfied with wait times to access services for their children. This study aims to use these identified factors and experiences to influence further research and address areas of concern. Future research may look at wait times in more detail or perhaps factors that may impact access to very specific early intervention services.

This research study examined the perspectives of five Registered Early Childhood Educators in the Halton Region regarding educators’ perceptions and practices of what influences the workplace environment in an EC setting. The purpose of this study was to examine the impact of a positive relationship between educators and their supervisors in an Early Childhood setting. This study is qualitative in nature, using narrative design and the method of data collection was through semi structured, open ended interviews. This introduced the opportunity for participants to respond to the interview questions to gain the perspectives of the participants regarding educators’ perceptions and practices of what influences the workplace environment in an EC setting. Common trends that occurred were that the participants felt that a negative working environment affects educator wellbeing in the EC workplace. A key finding in the research was that participants said that a high-quality workplace impacts their wellbeing.

Another key finding in the research was that participants found that a negative work environment results in unmotivated educators not wanting to go to work. Final conclusions from the research were that participants feel a positive relationship between educators and their supervisors in an Early Childhood setting impacts educator wellbeing in the workplace.

The start of the COVID-19 lockdowns caused schools to move to online learning and prompted a wave of research surrounding the potential impacts of online learning on the holistic health of adolescents. Most of the research was on the mental wellness of adolescents, leaving the other 7 domains of wellness less researched, thus creating a gap in the knowledge of how online learning during the pandemic fully impacted adolescents around the world. This study was designed to explore the potential impacts of online learning on the holistic wellness of adolescents during the COVID-19 pandemic, with a focus on mental, spiritual, and social wellness. Six participants were interviewed to examine their perceptions regarding their schooling, and their mental, spiritual, social, and holistic well-being. The study showed that online learning and the pandemic had both positive and negative impacts on the holistic wellness of the participants, with the most impact on the mental and social wellness of the participants suggesting that the different dimensions of wellness are linked. This study is relevant to the field of early childhood education as it shows examples of how online learning can potentially affect students and give teachers a basis to support students.

Wolfe, Grace “Educators’ Work-Related Emotional Wellbeing and Strategies” The effects of burnout and emotional exhaustion appear to pervade the education profession, potentially disrupting educators’ work-related wellbeing. Practical strategies have been explored in the literature in attempts to mitigate this problem. The present quantitative correlational study examined the relationship between educators’ workrelated emotional exhaustion levels and their on-the-job rejuvenation strategies. The research question directly reflected this purpose: What is the relationship between educators’ work-related emotional exhaustion levels and their on-the-job rejuvenation strategies? The web-based questionnaire consisted of 30 questions asking the participants about their work-related emotional exhaustion and their use of on-the-job rejuvenation strategies. The study sample included 193 in-service Ontario Registered Early Childhood Educators and Ontario Certified Teachers (K-6th grade). The findings suggested that particular working conditions may have made significant differences on educators’ reported emotional exhaustion levels. Various rejuvenation strategies may be effective in reducing these feelings. Future research could examine the specific working conditions that may be contributing to emotional exhaustion in the education profession. Implications for the field point to the role organizations may play in transforming work environments by assessing and reconsidering working conditions.

Through reformed organizational climates, educators’ work-related wellbeing may thrive.

Keywords: educators, emotional exhaustion, working conditions, rejuvenation strategies

Photo credits :

Jonathan Soren Davidson for Disabled And Here Hest and Hem

Design Credits:

Hest and Hem

Research Supervisors:

Nathalie Di Francesco, Ph.D. Alison Gaston, MA ECS Dhanna Mistri, BASc, MEd, RECE Michelle Whitehead, EdD.