Supporting socio-emotional development in students within families in the post-COVID-19 era: The role of early educators during the pandemic.

Abstract

The COVID-19 virus has disrupted early teacher actions that traditionally promote social and emotional development due to its transmission mechanism and necessary adjustments. This study, conducted in an early care and education (ECE) setting during the pandemic, examines the relationship between professional development, perceived stress, comfort with safety measures, and quarantine status with teachers' social-emotional development practices (SEDP). A quantitative approach was employed, utilizing a survey questionnaire distributed through email and WhatsApp to 100 Saudi Arabian university students and teachers aged 21 to 50. Both English and Arabic versions of Google Forms were utilized, with questions revised for clarity and relevance. Data analysis was performed using Google Forms and Excel, aided by messaging apps and social media for dissemination. The results, presented as percentages and figures, demonstrated a notable association between higher levels of social and emotional development practices and increased comfort with safety measures. Furthermore, a statistically significant correlation was found between teachers' stress levels and heightened use of social and emotional development techniques. These findings underscore the impact of the COVID-19 epidemic on early educators' SEDPs, stress levels, and overall well-being.