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The COVID-19 pandemic required great adaptations, which led ECEC managers to exhaustion, decreased work quality, and decreased patience and empathy. These affect their job well-being (Cumming & Wong, 2019). It is concerning because it is an essential component of ECEC quality services (Corr et al., 2017; Douglass, 2019). Responding to an ECEC manager’s demand, a collective reflexive coaching device was implemented: Catching your Breath. This study presents the analysis of interviews regarding the device’s themes (stress management, self-compassion and self-care) as well as its perceived strengths and limitations. The pandemic is likely to have long-term negative effects on their mental health. Catching your breath is a device that has the potential to help managers prevent further deterioration of their well-being.

COVID-19 pandemic has brought many challenges to ECEC managers, adapting to Quebec's public health’s sanitary measures and increased workload. Based on Bakker and Demerouti's (2014) work demands and resources model, this, descriptive, longitudinal and correlational study aim to outline the well-being at work of Quebec’s ECEC managers between 2021 and 2022. An online questionnaire, completed by 151 participants revealed a decrease of well-being at work, self-compassion, and commitment to work, and an increase in perceived stress, depressive symptoms, and burn out. Pandemic-related work overload has affected all components of managers' tasks, showing their need for support and resources to reduce the pandemic long-term negative influences on their well-being at work (Authors et al., in press).

Cette étude analyse les relations entre l'environnement éducatif relatif à l'émergence de l'écrit et l'engagement des enfants à l'éducation préscolaire au Québec (Canada). Trente (30) enseignantes et 150 enfants ont participé à l'étude. La qualité de l'environnement éducatif et l'engagement des enfants ont été directement observés en classe. La qualité de l'environnement éducatif est généralement considérée de base, tandis que l'engagement des enfants se situe à un niveau faible en ce qui concerne les interactions avec les enseignantes, les pairs et les interactions négatives, et d'un niveau moyen pour ce qui est de l'orientation envers la tâche. Aucune association significative n'a été trouvée entre les variables de l'environnement éducatif et l'engagement des enfants, mais certaines variables de contrôle (en particulier le statut socio-économique, l'âge de l'enfant et la taille du groupe) s’avèrent significativement associées à certaines dimensions de l'engagement des enfants. Les résultats sont discutés en relation avec les recherches récentes.

The main objective of this study is to examine the relationships between the quality of the educational environment and the child's engagement in developmental and learning situations relating to emergent literacy in preschool and kindergarten classes in Québec (Canada). Oral language, reading, and writing are generally considered to be interrelated processes that correspond to emergent literacy in children ages 0 to 6 (Morrow et al., 2019). Through quality educational practices, the educational environment of the classroom supports the child's engagement in emergent literacy development and learning situations (Baroody & Diamond, 2016). The educational environment includes the physical dimension (classroom layout, resources, books, writing materials) as well as the interactive dimension (teacher and child interactions) (Guo et al., 2012). Child engagement refers to interactions with the teacher, peers and his or her involvement within tasks and activities (Bohlmann et al., 2019; Downer et al., 2010). The quality of these interactions plays an essential role in the development of 4 and 5-year-olds' emergent literacy and in their current and later educational success (Sabol et al., 2018). As part of the implementation of the new integrated preschool and kindergarten educational program in Québec (MEQ, 2021), it is important to develop knowledge regarding the quality of the educational environment and the child's interactions within this environment considering the importance of language development in preventing later reading and writing difficulties. This research project has 3 objectives: 1) To measure the quality of the physical environment and the interactive environment relating to emergent literacy in preschool and kindergarten classrooms; 2) To measure children's level of engagement in their emergent literacy development and learning situations; 3) To analyze the relationships between the quality of the educational environment relating to emergent literacy and

Background. Work well-being of early childhood education and care (ECEC) managers is essential to provide educational quality services to children (Corr et al., 2017). If some factors are known to influence work well-being, such as job stress, burnout, depressive symptoms, self-compassion, and work engagement (Cumming & Wong, 2019; Rothmann, 2008; Zessin, 2015), COVID-19 pandemic appears to be deleterious (Bigras et al., 2021), particularly because of the frequent adjustments induced by public health measures and staffing shortages. In a previous study, ECEC managers expressed a need for support to face the challenges encountered during the pandemic (Bigras et al., 2021). To meet their need and support their work well-being, a professional coaching process, through a collective reflexive group, had been implemented (Bigras et al., 2021). Coaching modalities involving reflective practice were included to ensure its effectiveness, considering its value for dealing with complex problems, as ECEC managers did since the pandemic (Susman-Stillman et al., 2020). Objective. This study aims to evaluate the effects of a collective reflective coaching device intended for ECEC managers on the factors linked with work well-being (self-compassion, work-related stress, burnout, depressive symptoms, and work engagement) during the pandemic. Methods. This research uses a quasi-experimental design (pre-post) with a control group. Experimental group involves 39 ECEC managers from some regional areas in Quebec (Canada) and was recruited with the help of the regional grouping of ECEC of Monteregie. The experimental group, divided in four subgroups, met for three hours every four weeks between February and June 2021. The meetings focused on topics based on managers' needs to support their work well- being (e.g., stress, self-compassion, self-care). Control group involves 43 ECEC managers from the same regional areas recruited by email. Quantitative data were collected with an online ques