 Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunitiesTimothy G. Ford, Kyong-Ah Kwon and Jessica D. Tsotsoros Children and Youth Services Review, 2021, vol. 131, issue C Abstract: Considered a “frontline” organization, some early childhood education (ECE) centers remained open during the COVID pandemic, others were temporarily closed, while still others experimented with various virtual learning approaches. The increased use of virtual approaches in ECE raises questions about teachers’ experiences with it and the challenges they are facing in trying to maintain educational continuity for the children under their care. A total of 1,434 ECE teachers from 46 states serving children ages 0 to 5 (including Kindergarten)—529 teachers of whom reported teaching virtually—completed an online survey in the early months of the pandemic on their teaching experiences. Content analysis of open-ended responses revealed several challenges: low levels of participation of children and families, limited social interaction and developmentally appropriate ways of engaging children in the virtual learning format, lack of knowledge and skills for virtual teaching, and limited technological support. Date: 2021 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:131:y:2021:i:c:s019074092100373x DOI: 10.1016/j.childyouth.2021.106297 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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