Early educator well-being is increasingly understood as a critical ingredient of high-quality early education and care. The COVID-19 pandemic has threatened educator well-being by exacerbating existing stressors and introducing novel stressors to all aspects of early educators’ lives, and early educators have had differential access to resources to cope with these new circumstances. Using survey data collected between April and June 2020 with a sample of 666 early educators in community-based center, family child care, Head Start, and public school prekindergarten programs across Massachusetts, we document the pandemic's initial influence on educators’ sense of well-being. Adopting an ecological perspective, we consider educator-, program-, and community-level factors that may be associated with reported changes in well-being. Most educators indicated that their mental and financial well-being had been affected. These changes were not systematically associated with most contextual factors, although there was clear evidence of variability in reported impacts by provider type. These findings underscore the need to support educator well-being, as well as to create policy solutions that meet the heterogeneous needs of this essential workforce.

早期教育工作者的福祉越来越被理解为高质量早期教育和护理的关键因素。COVID-19 大流行加剧了现有的压力因素，并在早期教育工作者生活的各个方面引入了新的压力因素，从而威胁到教育工作者的福祉，而早期教育工作者在应对这些新情况时获得资源的途径有所不同。使用 2020 年 4 月至 2020 年 6 月期间收集的调查数据以及马萨诸塞州社区中心、家庭儿童保育、启蒙计划和公立学校学前班项目的 666 名早期教育工作者的样本，我们记录了大流行对教育工作者幸福感的初步影响-存在。采用生态学观点，我们考虑可能与报告的幸福变化相关的教育者、项目和社区层面的因素。大多数教育工作者表示，他们的精神和经济状况受到了影响。这些变化与大多数背景因素没有系统关联，尽管有明确证据表明报告的影响因提供者类型而异。这些调查结果强调了支持教育工作者福祉的必要性，以及制定满足这一重要劳动力多样化需求的政策解决方案的必要性。