This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered “hot” (highly affected by the pandemic). During this time, some centers were transformed into “emergency childcare services” available to parents considered to be essential workers. Therefore, few children attended, and most educators worked remotely. In May 2020, 372 educators completed an online questionnaire regarding their emotional state, challenges, and learning opportunities. Results indicate that half of the respondents reported a decrease in their level of well-being at work and an increase in their stress level. Educators working remotely were more likely to report a lower level of stress than when working with children at daycare (36.1% vs 19.7%). Despite these findings, educators estimated that the parents who used their emergency childcare service presented either high (37.7%) or average (32.2%) levels of wellbeing. The factors that educators identified as facilitating their interactions with families included parental recognition of their work (11.68%) and direct contact with them (12.62%). While many tasks accomplished at home were done for the first time during this period (i.e., creating video capsules for children and parents, virtual meetings with children and colleagues), a large majority of respondents reported that these tasks made them feel useful. Working at their own pace (34.7%) was seen as the principal advantage of remote working. Finally, 28.84% mentioned that the reduced ratio (1:2 or 1:3) was a facilitating factor that they would like to maintain during the upcoming reopening phase. The discussion uses the Job Demands and Resources theoretical framework (Bakker and Demerouti in Wellbeing 3(2):1–28, 2014; Dicke et al. in J Occupat Health Psychol 23(2): 262–277, 2017) to explain the educators’ work-related demands and emotional state in both remote and CPE working pandemic contexts. In conclusion, we argued that this pandemic reveals the complexity, but also the essential nature of the work of early childhood educators, in particular by identifying their needs for support and recognition essential to their professional commitment.

本文介绍了一项关于 COVID-19 对魁北克（加拿大）托儿中心教育工作者影响的研究。由于大流行，受监管的托儿服务于 2020 年 3 月 16 日至 5 月 31 日期间在被认为“热点”（受大流行影响很大）的地区关闭。在此期间，一些中心被转变为“紧急托儿服务”，可供被认为是必不可少的工作人员的父母使用。因此，很少有孩子参加，大多数教育工作者都在远程工作。2020 年 5 月，372 名教育工作者完成了一份关于他们的情绪状态、挑战和学习机会的在线问卷。结果表明，一半的受访者表示他们的工作幸福感水平下降，压力水平上升。与在日托中心与儿童一起工作的教育工作者相比，远程工作的教育工作者报告的压力水平更低（36.1% 对 19.7%）。尽管有这些发现，教育工作者估计，使用紧急托儿服务的父母表现出高（37.7%）或平均（32.2%）的幸福感。教育工作者认为促进他们与家庭互动的因素包括父母对他们工作的认可（11.68%）和与他们的直接接触（12.62%）。尽管在此期间首次完成了许多在家完成的任务（即为孩子和家长制作视频胶囊，与孩子和同事进行虚拟会议），但绝大多数受访者表示这些任务让他们感到有用。按自己的节奏工作（34.7%）被视为远程工作的主要优势。最后，28.84% 的人提到降低的比率（1:2 或 1:3）是他们希望在即将到来的重新开放阶段保持的一个促进因素。讨论使用工作需求和资源理论框架（Bakker 和 Demerouti 在 Wellbeing 3(2):1-28, 2014；Dicke 等人在 J Occupat Health Psychol 23(2):262-277, 2017）来解释在远程和 CPE 工作大流行环境中，教育工作者与工作相关的需求和情绪状态。总之，我们认为，这种流行病揭示了幼儿教育工作者工作的复杂性和本质，特别是通过确定他们对支持和认可的需求，这对他们的专业承诺至关重要。3) 是他们希望在即将到来的重新开放阶段保持的一个促进因素。讨论使用工作需求和资源理论框架（Bakker 和 Demerouti 在 Wellbeing 3(2):1-28, 2014；Dicke 等人在 J Occupat Health Psychol 23(2):262-277, 2017）来解释在远程和 CPE 工作大流行环境中，教育工作者与工作相关的需求和情绪状态。总之，我们认为，这种流行病揭示了幼儿教育工作者工作的复杂性和本质，特别是通过确定他们对支持和认可的需求，这对他们的专业承诺至关重要。3) 是他们希望在即将到来的重新开放阶段保持的一个促进因素。讨论使用工作需求和资源理论框架（Bakker 和 Demerouti 在 Wellbeing 3(2):1-28, 2014；Dicke 等人在 J Occupat Health Psychol 23(2):262-277, 2017）来解释在远程和 CPE 工作大流行环境中，教育工作者与工作相关的需求和情绪状态。总之，我们认为，这种流行病揭示了幼儿教育工作者工作的复杂性和本质，特别是通过确定他们对支持和认可的需求，这对他们的专业承诺至关重要。2017）解释教育工作者在远程和 CPE 工作大流行环境中的工作相关需求和情绪状态。总之，我们认为，这种流行病揭示了幼儿教育工作者工作的复杂性和本质，特别是通过确定他们对支持和认可的需求，这对他们的专业承诺至关重要。2017）解释教育工作者在远程和 CPE 工作大流行环境中的工作相关需求和情绪状态。总之，我们认为这种流行病揭示了幼儿教育工作者工作的复杂性和本质，特别是通过确定他们对支持和认可的需求，这对他们的专业承诺至关重要。