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Early Education Care from Its Practitioners to Achieve Sustainability

Author

Listed:
  • Óscar Gavín-Chocano

    (Department of Pedagogy, University of Jaén, 23071 Jaén, Spain)

  • David Molero

    (Department of Pedagogy, University of Jaén, 23071 Jaén, Spain)

  • Inmaculada García-Martínez

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

Abstract

(1) Background: Early intervention professionals are involved in the reconceptualisation of their service due to the exceptional situation caused by the COVID-19 epidemic, within the family context and aware of the children’s needs, with an impact on their emotional well-being to ensure sustainability. An analysis of their socio–emotional profile and training is increasingly needed to face their professional development effectively; (2) Methods: In this study, 209 early intervention professionals participated ( n = 209), with an average age of 37.62 (±9.02). The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEIS-S) and the Utrecht Work Engagement Scale (UWES-9). The purpose of the study was to examine the relationship between early intervention (EI) and engagement as predictors of greater life satisfaction using Structural Equation Modelling (SEM). (3) Results: There exists a relationship between some dimensions of the instruments used ( p < 0.01). The model obtained good structural validity (χ² = 3.264; Root Mean Square Error of Approximation (RMSEA) =.021; Goodness-of-Fit Index (GFI) = 0.991; Comparative Goodness of Fit Index (CFI) = 0.999; Incremental Fit Index (IFI) = 0.999). Subsequently, the results described above were verified through Bayesian statistics, thereby reinforcing the evidence provided; (4) Conclusions: Findings highlight the importance of providing professionals with emotional tools and strategies, from the educational context, in order to carry out their activity effectively and ensure the sustainability within the current situation, while remaining fully engaged.

Suggested Citation

  • Óscar Gavín-Chocano & David Molero & Inmaculada García-Martínez, 2021. "Early Education Care from Its Practitioners to Achieve Sustainability," Sustainability, MDPI, vol. 13(6), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3396-:d:520155
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    References listed on IDEAS

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    4. Vikram, Kriti & Chindarkar, Namrata, 2020. "Bridging the gaps in cognitive achievement in India: The crucial role of the integrated child development services in early childhood," World Development, Elsevier, vol. 127(C).
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