Kindergarten teachers’ metaphors: a window into professional coping during crises

This qualitative study focuses on the ways kindergarten teachers used metaphors as a professional coping strategy during the COVID-19 pandemic. The research is underpinned by the conceptual metaphor theory, analyzing these metaphors as evident of the verbalized expressions of 74 kindergarten teachers in northern Israel, via questionnaires and interviews. Findings indicate that the metaphors enabled a figurative world of imagination to envelop reality in emotions, ways of thinking and coping strategies. We found metaphors related to the sea world, animals, transportation and travel, animate and inanimate nature, and war. These metaphors are usually universal and archetypal and tend to appear in times of crisis and uncertainty. The kindergarten teachers (KTs) also expressed their professional leadership in a figurative, metaphorical language, presenting a firm professional stance despite the crisis. The conclusions suggest that as a cognitive mechanism during the crisis, the metaphors went far beyond their mere daily expression. This mechanism had a significant impact on the psychological, professional state of KTs during the pandemic. The contribution of the study is both methodological and practical. The metaphorical, theoretical analysis can enhance researchers’ and educators’ knowledge. As well as encourage early childhood educators to use metaphorical language as a coping strategy in their role.