Klutse, Adelaide2022-04-152022-04-152022https://hdl.handle.net/2097/42171The COVID-19 virus through its mode of transmission and needed adaptations influenced human interaction in several ways which include for the early educator activities known to facilitate socio-emotional development. This study assesses the extent to which professional development, perceived stress, comfort with safety practices, and quarantine status related to teachers’ social-emotional development practices (SEDP) in the Early Care and Education (ECE) setting during the COVID-19 pandemic. A cross-sectional survey of early educators working with children aged 0-5 across the U.S. was conducted. The relationships among variables were assessed through hierarchical regression analysis. Results revealed that there was a significant relationship between high levels of comfort with safety practices and increased socio-emotional development practices. Additionally, a significant relationship between the teachers' level of stress and increased socio-emotional development practices existed. These findings suggest that during the COVID-19 pandemic, early educator SEDP were related to their stress levels and their feelings of comfort. Limitations of the study and implications for policy, practice, and research are provided.en-US© the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).http://rightsstatements.org/vocab/InC/1.0/COVID-19Early childhood educationSocio-emotional developmentSafety practicesStressThesis