At times of crisis, early childhood development (ECD) workers, and schools/centers play an important role in the lives of children in the early childhood stage (less than 8 years old) and their parents; they are intended to act as the "great equalizer", offering not only curriculum teaching, but also additional social-emotional learning and educational opportunities for vulnerable children who are more likely to suffer in such situations. CD teachers, despite this responsibility, often lack tools and methods to promote their well-being, and to cope with vulnerable children and difficult situations. They are also rarely recognized as members of a workforce with specialized knowledge or competencies, and they hardly receive the support needed to uphold this great responsibility to young children, their families, and society.
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Change in psychological immunity among ECD Frontliners after participation in the web-based psychosocial support toolkit
Timeframe: Baseline (pre-intervention) to immediately post-intervention (after completion of the 10-session web-based toolkit; approximately 8 weeks).
Change in cognitive emotional regulation among ECD Frontliners after participation in the web-based psychosocial support toolkit
Timeframe: Baseline (pre-intervention) to immediately post-intervention (after completion of the 10-session web-based toolkit; approximately 8 weeks)
Change in self-care behaviors among ECD Frontliners after participation in the web-based psychosocial support toolkit
Timeframe: Baseline (pre-intervention) to immediately post-intervention (after completion of the 10-session web-based psychosocial support toolkit; approximately 8 weeks)