Skip to main content
Log in

Uncovering Common Stressful Factors and Coping Strategies Among Childcare Providers

  • Original Paper
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

Abstract

The purpose of this study was to identify the common stress factors among childcare providers and the coping strategies they use to relieve work stress feelings throughout the day. Qualitative data was gathered from a random sample of ten local childcare providers across different races, years of experience, and licensed childcare centers who participated in in-depth focus group interviews. The stressful work factors described by childcare providers included work conditions, work events, client factors and external factors. Childcare providers also describe several coping strategies such as walking, prayer and meditation or planning for stressful moments. Results from this study provide practical approaches for relieving work stress among childcare providers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Atkinson, A. M. (1992). Stress levels of family day care providers, mothers employed outside the home, and mothers at home. Journal of Marriage and the Family, 54, 379–386.

    Article  Google Scholar 

  • Campbell, T., Lin, S., DeVries, C., & Lambert, K. (2003). Coping strategies in male and female rats exposed to multiple stressors. Physiology & Behavior, 78, 495–504.

    Article  Google Scholar 

  • Carver, C. S., & Scheier, M. F. (1999). Stress, coping, and self-regulatory processes. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 553–575). New York: Guilford Press.

    Google Scholar 

  • Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267–283.

    Article  PubMed  Google Scholar 

  • Center for the Child Care Workforce. (2004, June). Current data on the salaries and benefits of the U.S. early childhood education workforce. Retrieved August 1, 2008, from http://www.ccw.org/pubs/2004Compendium.pdf.

  • Chan, D. W., & Hui, E. K. P. (1995). Burnout and coping among Chinese secondary school teachers in Hong Kong. British Journal of Educational Psychology, 65(1), 15–25.

    PubMed  Google Scholar 

  • Chang, C., Austin, A. M., & Piercy, K. W. (2006). Provider management of child stress behavior in family day care facilities: Scaffolding for learning and development by developmentally appropriate practice. The Journal of Genetic Psychology, 167(2), 159–177.

    Article  PubMed  Google Scholar 

  • Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Corsini, D. A., Wisensale, S., & Caruso, G. (1988). Family day care: Systems issues and regulatory models. Young Children, 43, 17–23.

    Google Scholar 

  • Curbow, B., McDonnell, K. A., Dreyling, E., Hall, A., Fitzgerald, S., & Ewart, C. K. (2005). Assessing cardiovascular reactivity in working women with the social competence interview. Women and Health, 41(1), 51–68.

    Article  Google Scholar 

  • de Schipper, E. J., Riksen-Walraven, J. M., Geurts, S. A. E., & de Weerth, C. (2009). Cortisol levels of caregivers in child care centers as related to the quality of their caregiving. Early Childhood Research Quarterly, 24(1), 55–63.

    Article  Google Scholar 

  • Folkman, S., & Lazarus, R. S. (1980). An analysis of coping in a middle-aged community sample. Journal of Health and Social Behavior, 21, 219–239.

    Article  PubMed  Google Scholar 

  • Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150–170.

    Article  PubMed  Google Scholar 

  • Gardner, B., Rose, J., Mason, O., Tyler, P., & Cushway, D. (2005). Cognitive therapy and behavioural coping in the management of work-related stress: An intervention study. Work and Stress, 19(2), 137–152.

    Article  Google Scholar 

  • Gilflores, J., & Alonso, C. G. (1995). Using focus groups in educational research: Exploring teachers’ perspectives on educational change. Evaluation Review, 19(1), 84–101.

    Article  Google Scholar 

  • Goelman, H., & Guo, H. (1998). What we know and what we don’t know about burnout among early childhood care providers. Child & Youth Care Forum, 27(3), 175–199.

    Article  Google Scholar 

  • González-Morales, M., Peiró, J., Rodríguez, I., & Greenglass, E. (2006). Coping and distress in organizations: The role of gender in work stress. International Journal of Stress Management, 13(2), 228–248. doi:10.1037/1072-5245.13.2.22. Retrieved May 19, 2009.

    Article  Google Scholar 

  • Hinton, M. (1974). Teaching in large schools. Headmasters’ Association Review, 72, 122–128.

    Google Scholar 

  • Howes, C. (1983). Caregiver behavior in center and family day care. Journal of Applied Developmental Psychology, 4, 99–107.

    Article  Google Scholar 

  • Jenaro, C., Flores, N., & Arias, B. (2007). Burnout and coping in human service practitioners. Professional Psychology: Research & Practice, 38(1), 80–87.

    Article  Google Scholar 

  • Kelly, A. (1974). Teaching mixed ability classes. London: Harper & Row.

    Google Scholar 

  • Kinzl, J., Traweger, C., Trefalt, E., Riccabona, U., & Lederer, W. (2007). Work stress and gender-dependent coping strategies in anesthesiologists at a university hospital. Journal of Clinical Anesthesia, 19(5), 334–338. doi:10.1016/j.jclinane.2006.08.014. Retrieved May 19, 2009.

    Article  PubMed  Google Scholar 

  • Kontos, S. (1994). The ecology of family day care. Early Childhood Research Quarterly, 9, 87–110.

    Article  Google Scholar 

  • Lazarus, R. S. (1966). Psychological stress and the coping process. New York, NY: McGraw Hill.

    Google Scholar 

  • Lieberman, A., & Miller, L. (1978). The social realities of teaching. Teachers College Record, 80, 54–68.

    Google Scholar 

  • Lofland, J., & Lofland, L. H. (1984). Analyzing social settings: A guide to qualitative observation and analysis. Belmont, CA: Wadsworth Publishing Company.

    Google Scholar 

  • Lowenstein, L. (1975). Violent and disruptive behavior in schools. Hemel Hempstead: National Association of Schoolmasters.

    Google Scholar 

  • Lutzky, S. M., & Knight, B. G. (1994). Explaining gender differences in caregiver distress: The roles of emotional attentiveness and coping styles. Psychology and Aging, 9(4), 513–519.

    Article  PubMed  Google Scholar 

  • Manlove, E. (1994). Conflict and ambiguity over work roles: The impact on child care worker burnout. Early Education and Development, 5(1), 41–55.

    Article  Google Scholar 

  • Mann-Feder, V., & Savicki, V. (2003). Burnout in anglophone and francophone. Child & Youth Care Forum, 32(6), 337–354.

    Article  Google Scholar 

  • Moriarty, V., Edmonds, S., Blatchford, P., & Martin, C. (2001). Teaching young children: Perceived satisfaction and stress. Educational Research, 43(1), 33–46.

    Article  Google Scholar 

  • National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. (2005). NICHD child care and child development: Results from the NICHD study of early child care and youth development. New York: Guilford Press.

    Google Scholar 

  • Nelson, M. K. (1990). A study of turnover among family day care providers. Children Today, 19, 3–12.

    Google Scholar 

  • Ogus, E. D. (1992). Burnout and coping strategies: A comparative study of ward nurses. Journal of Social Behavior & Personality, 7(1), 111–124.

    Google Scholar 

  • Okabayashi, H., Sugisawa, H., Takanashi, K., Nakatani, Y., Sugihara, Y., & Hougham, G. W. (2008). A longitudinal study of coping and burnout among Japanese family caregivers of frail elders. Aging & Mental Health, 12(4), 434–443.

    Article  Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Peek, L., & Fothergill, A. (2007). Using focus groups for qualitative research. Conference papers-American Sociological Association, 1.

  • Rehm, M., & Samuel, J. (2002). Harmony and tension in childcare work: Implications for occupational FCS education. Journal of Family and Consumer Sciences, 20(1), 1–15.

    Google Scholar 

  • Savicki, V. (2002). Burnout across thirteen cultures: Stress and coping in child and youth care workers. Westport, CT: Praeger Publishers.

    Google Scholar 

  • Schaufeli, W. B., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. Washington, DC: Taylor & Francis.

    Google Scholar 

  • Schmitt, D. M., & Todd, C. M. (1995). A conceptual model for studying turnover among family child care providers. Early Childhood Research Quarterly, 10, 121–143.

    Article  Google Scholar 

  • Sroufe, L. A., Egeland, E., & Carlson, W. A. (2005). Placing early attachment experiences in developmental context: The Minnesota longitudinal study. Found in attachment from infancy to adulthood. In K. E. Grossmann, K. Grossmann, & E. G. Waters (Eds.), The major longitudinal studies. New York: Guilford Press.

    Google Scholar 

  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Todd, C. M., & Deery-Schmitt, D. M. (1996). Factors affecting turnover among family child care providers: A longitudinal study. Early Childhood Research Quarterly, 11(3), 351–376.

    Article  Google Scholar 

  • Townley, K. F., Thornburg, K. R., & Crompton, D. (1991). Burnout in teachers of young children. Early Education and Development, 2(3), 197–204.

    Article  Google Scholar 

  • Trenberth, L., & Dewe, P. (2006). Understanding the experience of stressors: The use of sequential analysis for exploring the patterns between various work stressors and strain. Work and Stress, 20(3), 191–209.

    Article  Google Scholar 

  • Vitaliano, P. P., DeWolfe, D., Maiuro, R., Russo, J., & Katon, W. (1990a). Appraised changeability of a stressor as a modifier of the relationship between coping and depression: A test of the hypothesis of fit. Journal of Personality and Social Psychology, 59(3), 582–592.

    Article  PubMed  Google Scholar 

  • Vitaliano, P. P., Maiuro, R. D., Russo, J., Katon, W., DeWolfe, D., & Hall, G. (1990b). Coping profiles associated with psychiatric, physical health, work, and family problems. Health Psychology, 9, 348–376.

    Article  PubMed  Google Scholar 

  • Whitebook, M., Howes, C., & Phillips, D. (1998). Worthy work, unlivable wages: The National Child Care Staffing Study, 1988–1997. New York, NY: Center for the Child Care Workforce.

    Google Scholar 

Download references

Acknowledgments

This research was supported by the faculty research grant program of Louisiana State University Office of Research and Economic Development. We thank all the participating childcare centers and providers for their participation in this study.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Jennifer J. Baumgartner.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Baumgartner, J.J., Carson, R.L., Apavaloaie, L. et al. Uncovering Common Stressful Factors and Coping Strategies Among Childcare Providers. Child Youth Care Forum 38, 239–251 (2009). https://doi.org/10.1007/s10566-009-9079-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10566-009-9079-5

Keywords

Navigation