Buffet Early Childhood Institute at the University of Nebraska
Date of this Version
5-2022
Document Type
Article
Citation
Daro, A., Gallagher, K., & Cunningham, K. M. (2022). The Nebraska COVID-19 Early Care and Education Provider Survey III: Holding it together—and hanging by a thread. Retrieved from Buffett Institute website: https://buffettinstitute.nebraska.edu/resources/covid-19.
Abstract
In February 2022, the Buffett Early Childhood Institute conducted the Nebraska COVID-19 Early Care and Education Survey III, in collaboration with state agencies, University of Nebraska faculty, and organization partners. This third survey examined the impact of the COVID-19 pandemic on Nebraska’s child care professionals and its implications for practice and policy. Results from the previous surveys, released in April and August 2020, indicated that early care and education professionals in Nebraska, who were already vulnerable prior to the pandemic, have been negatively impacted from the start of the pandemic. The first survey elevated providers’ immediate needs, including funding relief, access to adequate health care coverage, adjustments to subsidy policies, and information about funding and safety measures. The second survey identified providers’ access to COVID-19 relief funding, use of policy changes and resources, providers’ stress and resilience, and their experiences of discrimination due to bias and systemic inequity as areas for further investigation. In this survey, licensed providers were defined as owners/operators/administrators of licensed care and education programs. They reported on aspects of their business and personal well-being, including physical health, mental health, and economic stability. With more than 750 licensed providers responding, these survey results suggest that despite Nebraska’s early care and education workforce showing resilience, they are experiencing high levels of personal and professional disruption and stress.
Included in
Child Psychology Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons, Educational Sociology Commons, Education Economics Commons, Education Policy Commons, Policy History, Theory, and Methods Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, School Psychology Commons
Comments
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