This collection brings together a diverse group of scholars from throughout the world who have grappled with and investigated the impact of the COVID-19 crisis on the lives of young children. Profound changes have occurred in all facets of early childhood education and care (ECEC). Young children and their families, college students enrolled in teacher preparation programs, inservice teachers/caregivers, and postsecondary faculty have endured prolonged periods of quarantine, disruption, stress, and grief precipitated by the pandemic. These consequences have been even more challenging for individuals and groups who were already struggling or marginalized prior to the advent of the coronavirus. Collectively, the chapter authors draw upon findings from their research and insights gleaned from professional experiences to recommend ways of providing high-quality programs despite persistent global health threats.
Author(s): Jyotsna Pattnaik, Mary Renck Jalongo
Series: Educating the Young Child, 18
Publisher: Springer
Year: 2022
Language: English
Pages: 504
City: Cham
Contents
Part I: COVID-19 and the Global Early Childhood Landscape
Chapter 1: Introduction to the Volume
About the Book Project
Unique Contributions of the Book
Overview of the Book
Conclusion
References
Chapter 2: A Bioecological Systems Approach to Understanding the Impact of the COVID-19 Pandemic: Implications for the Educati...
Bronfenbrenner´s Bioecological Model
COVID-19 and the Macrosystem
COVID-19 and the Microsystem
COVID-19 and the Mesosystem
COVID-19 and the Chronosystem
COVID-19 and the Exosystem
Implications for the Future
References
Chapter 3: Heroes, Victims, Sacrifices, and Survivors: A Qualitative Analysis of Early Childhood Teachers´ Social Media Posts ...
Introduction
Research Questions
Background
Developmentally Appropriate Practices
DAP Position Statements
Benefits of DAP
Academic Benefits of DAP
DAP Builds Agency and Resilience
The Novel Coronavirus
Protocols and Guidelines
A Checklist for Re-opening
Methodology
Methodological Approach
Sampling Procedure
Descriptive Statistics
Data Analysis
Findings
Heroes
Teacher as Super Hero
Teacher as Fallen Hero
Student as Magical
COVID as Opportunity
Victims
Child as Victim
School at Risk
Teacher as Victim
Sacrifices
Student as Office Worker
Learning as an Island
School as Prison
Survivors
Teacher as Adaptable
Learning as Nature
Student as Resilient
Discussion
Challenges Surrounding School Re-openings
Play-Based Learning Is Difficult Due to Protocols
Collaboration Is Challenging for Students and Teachers
Student Agency Is Altered
COVID-19 Protocols Constrain the Learning Environment
Opportunities Arise
Strengths and Limitations
Implications
Conclusion
References
Chapter 4: Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sect...
Impact of the COVID-19 Pandemic on Children
Methodology
Research Design
Data Analysis
Ethical Issues in Qualitative Study
Findings
Country Cluster One: Chile, Greece, Ireland and Italy
Impact of Covid Restrictions on Pedagogical Practices During Lockdown
Country Cluster Two: Australia, Canada, Denmark, England, Germany and Portugal
Impact of Covid Restrictions on Pedagogical Practices During Lockdown
Impact of Covid Restrictions on Pedagogical Practices During and After Reopening
Conclusion: Positioning of Children and Early Childhood Education During Reopening
References
Chapter 5: COVID-19 and Early Childhood Care and Education in India
Introduction
COVID 19 and its Impact on the Education Sector in India
Understanding the Provisions of Early Childhood Care and Education in India
Role of Technology in Education
Social, Emotional, Physical Development and the Role of Play
Family-School Relationships
Conclusion and Implications
References
Chapter 6: Preschoolers´ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia
Background
The Competent Child and Research on Children´s Perspectives
The COVID-19 Epidemic and Research on Its Impact on the Lives and Development of Preschool Children
Purpose of the Study
The Context for the Study
Method
Participants
Instrument
Data Collection
Data Analysis
Results
Where and with Whom Children Spent the Lockdown Period
Activities and Well-Being at Home
Well-Being of Children Who Attended Preschool
Perceptions of the COVID-19 Situation and Children´s Suggestions
Discussion
Implications/Recommendations
Strengths and Limitations
Conclusion
References
Part II: Wellbeing in Early Childhood Personnel
Chapter 7: Wellbeing During the COVID-19 Pandemic: Perspectives of Australian Early Childhood Educators
Background
Early Childhood Education in Australia
Defining Wellbeing
Theoretical Framework
The Current Study
Methods
Participants and Recruitment
Instruments and Data Collection
Data Analyses
Findings
Holistic Wellbeing as a Personal and Collective Responsibility
Healthy Boundaries and Work-Life Balance
Supportive Relationships
Professional Purpose and Contribution
Professional Recognition and Status
Discussion
Implications for Policy in Early Childhood Education
Strengths and Limitations
Recommendations for Future Research
Appendix: Open-Ended Survey and Focus Groups Questions
References
Chapter 8: Work Well-Being During COVID-19: A Survey of Canadian Early Childhood Education and Care Managers
Background
Managers´ Well-Being
Work-Related Stress
Burnout
Self-Compassion
Depressive Symptoms
Pandemic Effects on Managers in ECEC Settings
Theoretical Model of Work
Objectives
Methodology
Design
Sampling Procedure
Sample and Setting
Data Collection Procedure
Instruments
Stress
Burnout Symptoms
Self-Compassion
Depressive Symptoms
Data Analysis
Results
Perceived Stress
Burnout Symptoms
Self-Compassion
Depressive Symptoms
Discussion
Work-Related Demands
Work-Related Resources
Strengths and Limitations of the Study
Conclusion
References
Chapter 9: `My Cup Was Empty´: The Impact of COVID-19 on Early Childhood Educator Well-Being
Background
COVID-19 in Australia
COVID-19 and Educator Well-Being
Methodology
Research Design and Rationale
Participants
Procedure
Compliance with Ethical Standards
Data Collection
Data Analysis
Results
Results from Closed Questions
Results from Open-Ended Questions
Discussion
Strengths and Limitations
Implications and Future Research
Conclusion
References
Chapter 10: Early Childhood Educator Well-Being During the COVID-19 Pandemic: A Qualitative Study and Emic Perspective
Background
Educator Well-Being
COVID-19 and ECEC
Research Questions
Methods
Critical Ecology Framework
Research Design
Participants
Data Collection
Data Analysis
Results
Distress and Resiliency
Distress and Sources of Distress
Overworked
Social Disconnection
Uncertainty
Financial Stress
Powerlessness
Resiliency and Sources of Resiliency
Coping
Adaptation
Agency
Social Connection
Discussion
Distress
Resilience
Strengths and Limitations
Implications and Recommendations
Recommendations for Future Research
Conclusion
References
Part III: Focus on Families
Chapter 11: Beneficial Parenting According to the ``Parenting Pentagon Model´´: A Cross-Cultural Study During a Pandemic
Background
Parenting Young Children
The Parenting Pentagon Model (PPM)
Partnership
Leadership
Love
Independence
Rules
Parenting During a Period of Crisis
A Cross-Cultural Perspective of Parenting
Bulgarian Parenting
Israeli-Arab Parenting
Israeli-Jewish Parenting
Spanish Parenting
US Parenting
Purposes of the Study
Method
Participants
Measurement Instruments and Procedures
Parental Daily Behaviors Questionnaire
Data Analysis
Results
Discussion
Cross-Cultural Similarity in Parenting Behaviors
Love
Partnership
Cultural Variations in Parenting Behaviors
Bulgaria Culture
Israeli Arab and Jewish Culture
Spanish Culture
US Culture
Family Background Measures and Parenting Behaviors
Parents´ Age and Parenting Behaviors
Number of Children at Home and Parents´ Love
Children´s Age and Parents´ Encouragement of Children´s Independence
Summary, Strengths, Implications, and Recommendations for Research and Practice
References
Chapter 12: Early Identification of Risk, Developmental Delay, or Disability in Young Children: Connecting Families with Servi...
The Child Find System in the United States
Connecting Children with Services During Health Crisis
Alternatives to In-Person Assessments
Providing Special Supports to Children During International Health Crisis
References
Chapter 13: ``It Just Does Not Work´´: Parents´ Views About Distance Learning for Young Children with Special Needs
Theoretical Framework
Review of the Literature
Online Formal Education for Typically Developing Young Children
Online Education of Young Children with Special Needs
Study Purpose and Research Questions
Method
Participants
Procedure
Measure
Coding and Scoring of Data
Results
What Obstacles Do Parents of Young Children with Special Needs Face with Distance Learning?
Amount and Types of Special Education Services
General Dissatisfaction with Distance Learning
Concerns About Ways to Support Children´s Development
How Do Parents Expect Schools to Support Their Children´s Distance Learning?
Discussion
Limitations and Future Research
Strengths and Implications
Conclusion
References
Chapter 14: Lessons Learned Supporting Families of Young Children with Disabilities via Telehealth During the COVID-19 Pandemic
Delivery of the Virtual Intervention Group
Lessons Learned
Lesson 1: Implement Co-facilitation Strategies
Lesson 2: Provide Technology Support
Lesson 3: Use Nonverbal Communication
Lesson 4: Establish Ground Rules for Interaction Online
Lesson 5: Consider Participant Faces and Nonverbal Cues
Lesson 6: Adapt PowerPoint Presentations
Lesson 7: Prepare Thoroughly Prior to Online Sessions
Lesson 8: Take Advantage of Technology Tools
Lesson 9: Expand Accessibility and Promote Inclusion
Lesson 10: Create a Website for Easy Access
Lesson 11: Use Powerful Visual Images
Lesson 12: Establish Additional Contact/Outreach
Lesson 13: Welcome Participation
Lesson 14: Refer to Parent Principles
Lesson 15: Reinforce Participation
Lesson 16: Acknowledge Birthdays
Lesson 17: Incorporate Music
Lesson 18: Use the ``Parking Lot´´ Metaphor
Lesson 19: Show Appreciation to the Co-facilitator
Lesson 20: Bring Skills and Talents to Each Session
Conclusion
References
Part IV: Caregivers, Teachers, Administrators, and Teacher Education
Chapter 15: The Effects of the COVID-19 Pandemic on Family Child Care Providers: Insights from a Rural US State
Chapter Overview
Background
Factors Associated with Family Child Care Closures
Role of Job-Related Stress
Caring for Family While Caregiving
Additional Stressors Due to COVID-19
Research Questions
Methods
Participant Recruitment
Participants
Survey Questions
Results
Changes in Program Services, Operations, and Capacity
Challenges Experienced by FCC Providers During the COVID-19 Pandemic
Resources Sought by Providers
Discussion
COVID-19 and Existing Stressors
COVID-19 and New Stressors
Study Strengths and Limitations
Implications and Needed Supports
Conclusions
References
Chapter 16: Black Family Childcare Providers´ Roles as Community Mothers During the COVID-19 Pandemic
Background
The Epistemic Foundations of Black Women Educators and Care Providers
Theoretical Framework
Self-Definition and Self-Valuation
Interlocking Identities
Intertwined Intellectual Thought
Standpoint Epistemology
Methodology
Context
Data Collection and Analysis
Findings
Take-Charge Attitude
Social Networking to Meet Community Needs
Identities and Influence Beyond Child Care
Discussion and Implications
Reconceptualizing Quality Assessment
Structures to Support and Protect Childcare Providers
Strengths and Limitations
Conclusion
References
Chapter 17: The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primar...
Background
Teacher´s Response to the COVID-19 Pandemic
Context in Ethiopia, Liberia, and Pakistan: Education Systems´ Response to COVID-19
Ethiopia
Liberia
Pakistan
Illustrative Stories of Early Childhood Education Teachers in Ethiopia, Liberia, and Pakistan
Methodology
Sampling and Participants
Ethiopia
Liberia
Pakistan
Instruments
Data Analysis
Results
Support Offered to ECE Teachers During the COVID-19 School Closures
Teacher´s Support to Children and Families During the COVID-19 School Closures
ECE Teachers´ Efforts to Reach All Children Inclusively During COVID-19
ECE Teachers´ Preparation for School Reopening
Discussions and Implications
Strengths and Limitations
Conclusion
References
Chapter 18: ``It´s Just Too Much´´: COVID-19 Effects on Head Start Teachers´ Lives and Work
Background
The ECEC Workforce: Impassioned Yet Under-Resourced
ECEC Teacher Well-Being
ECEC Teachers During the COVID-19 Pandemic
ECEC Developmentally Appropriate Practice and COVID-19
The Present Study
Method
Findings
Theme 1: A Demanding but Meaningful Job
Theme 2: Escalating Stressors During the Shutdown
Theme 3: Tangible and Intangible Resources During COVID-19
Discussion
Strengths and Limitations
Future Research
References
Chapter 19: Hands-On Mathematics: Preservice Teachers Supporting Home Learning During COVID-19
Literature Review
Pedagogy and the Use of Manipulatives
Curriculum Contexts
Playful Learning Opportunities in School
``Playing´´ with Manipulatives
Embodied Learning of Mathematical Concepts
Family Engagement
Theoretical Framework
Context and Methodology of Study
Data Analysis
Findings
Theme One: Identifying Available Resources
Theme Two: Replicating School-Based Manipulatives
Theme Three: Using Household Materials as Manipulatives
Theme Four: Innovating Activity Design
Theme Five: Embodying Cognition
Discussion
Material Choices Led to Design of Activities to Support Hands-on Mathematics Learning
Partnering with Families
Strengths and Limitations
Concluding Thoughts
References
Part V: Delivering Programs and Services Despite Challenges
Chapter 20: Young Children´s Online Learning and Teaching: Challenges and Effective Approaches
Challenge I: Limited Face-to-Face Interaction Between Young Children and Teachers
The Learning Process Is Hindered, Becomes More Sedentary and Less Active
Attention and Motivation Issues
How Teachers Can Coordinate Caregivers´ Efforts to Boost Digital Engagement
Explicit Instruction Practices
Challenge II: Oral and Written Language
Oral Language
Acoustic Features of Teacher Speech
Visual Features of Teacher Speech: Lip-Reading
Vocabulary Learning
Written Language
Use ``Easy-to-Read´´ Guidelines
``On-Screen Reading´´ versus ``On-Paper Reading´´
Conclusion
References
Chapter 21: Remote Teaching and Learning in Early Primary Contexts: A Qualitative Study of Teachers and Parents During the COV...
Early Years Pedagogy and Curriculum
Methodology
Results
Parental Involvement
Role of Educators and Administrators
Curriculum and Pedagogy
Focus on Formative Assessment
Suggestions for Future
Continuation of Remote Teaching and Learning
Transition to In-Person Learning
Administrative Guidance
Student-Centered Teaching and Learning
Discussion and Implications
Strengths and Limitations
Conclusion
References
Chapter 22: COVID-19 Influences on the Quality of Curriculum in Selected Childcare Centres in Singapore
Background
The Singapore Context and COVID-19
Children´s Well-Being
Opportunities and Challenges of Working with Infants/Toddlers During COVID-19
Methodology
Sample and Sampling Technique
Instruments
Data Collection and Data Analysis
Findings
Children´s Well-Being
Educators´ Opportunities and Challenges of Working with Infants/Toddlers During COVID-19
Qualitative Themes
Opportunities
Challenges
Discussion and Implications
Assessing Children´s Well-Being
Educators´ Concerns
Maintaining One´s Own Well-Being as a Teacher
Physical and Socio-emotional Support
Mask Wearing
Physical Distancing
Sensory Learning and Outdoor Play
Role of Parents in Home-Based Learning
Strengths and Limitations
Conclusion
References
Chapter 23: Educational Services for Young Children with Disabilities During COVID-19: A Synthesis of Emergent Literature
Special Education Services and COVID-19
Families´ Perceptions of Services and Supports During COVID-19
Early Childhood Personnel´s Challenges During COVID-19
Innovations During COVID-19
Considerations and Recommendations
References
Chapter 24: Music Programs for Young Children During the COVID-19 Pandemic: Stories from Across the World
Responses by Early Childhood Music Educators Around the World
Aotearoa New Zealand: Addressing Inequity of Access to Early Childhood Music Education
Kenya: Pedagogical Adaptations for Online Early Childhood Music Learning
Hong Kong: Minimal Attention to a Secondary Learning Area
South Korea: Cultural Centers Adapt and Continue to Serve
Honing in: Local Accounts
United States: Mini Music Makers Online with the Musical Instrument Museum (MIM)
Brazil: Multifaceted Responses in a Private Music School
Emergent Themes and Implications for ECME in the Post-COVID Era
References
Chapter 25: Will Programs Be Prepared to Teach Young Children At-Risk Post-pandemic? A Scoping Review of Early Childhood Educa...
Method
Results
Purpose of Included Studies
Participants
Study Design and Instruments
Study Outcomes
Future Recommendations
Increasing Teacher Preparation
Implementing DAP in Virtual and Post-pandemic, Face-to-Face Early Education
Addressing Unmet Needs of Children
Supporting Needs of Families
Instituting System-Wide Changes
Discussion
Limitations of Extant Literature
Strengths of Extant Literature
Conclusion
References
