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Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities

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  • Ford, Timothy G.
  • Kwon, Kyong-Ah
  • Tsotsoros, Jessica D.

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.

Suggested Citation

  • Ford, Timothy G. & Kwon, Kyong-Ah & Tsotsoros, Jessica D., 2021. "Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities," Children and Youth Services Review, Elsevier, vol. 131(C).
    • Handle: RePEc:eee:cysrev:v:131:y:2021:i:c:s019074092100373x
    DOI: 10.1016/j.childyouth.2021.106297
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    2. Wenwei Luo & Ilene R. Berson & Michael J. Berson, 2023. "A Social Media Analysis of the Experiences of Chinese Early Childhood Educators and Families with Young Children during COVID-19," Sustainability, MDPI, vol. 15(3), pages 1-23, January.

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