Benchekroun, R; Cameron, C; Marmot, A; (2020) Practitioner wellbeing and the physical environment in early childhood education and care (ECEC) settings: Literature review. UCL Institute of Education: London, UK.

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Abstract

This review addresses what is known about the relationship between practitioner wellbeing and the physical environment in early childhood education and care (ECEC) settings. While the material working conditions of ECEC practitioners are well documented, we know less about their subjective perception of spaces and places of work, their mental health and emotional wellbeing. In particular, the paper explores how what we might call the ‘learning environment’ relates to practitioner wellbeing. The learning environment has a deliberately broad focus, including the physical buildings and outdoor spaces, as well as the immediate natural world around a setting, and the pedagogic concepts employed in a setting. One might also include the way practitioners communicate as teams and their commitment to the ethos of an establishment as potentially relevant to both the learning environment and to their own wellbeing. Through this review, and associated knowledge exchange activity, we aim to establish what is known and not known about the central concepts of concern: wellbeing and learning environment in ECEC settings, and their linkages, and possible future directions for interdisciplinary and international research.

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