Early childhood educators' provision of remote learning during COVID-19

Elizabeth A Steed; Nancy Leech; Ngoc Phan; Eric Benzel

doi:10.1016/j.ecresq.2022.03.003

Early childhood educators' provision of remote learning during COVID-19

Early Child Res Q. 2022:60:307-318. doi: 10.1016/j.ecresq.2022.03.003. Epub 2022 Mar 21.

Authors

Elizabeth A Steed¹, Nancy Leech², Ngoc Phan², Eric Benzel²

Affiliations

¹ Early Childhood Education, University of Colorado Denver, 1380 Lawrence Street Center, Suite 627, Denver, Colorado 80217.
² Research and Evaluation Methods, University of Colorado Denver, 1380 Lawrence Street Center, Suite 627, Denver, Colorado 80217.

Abstract

This study utilized a nationally distributed survey to explore early childhood teachers' experience of providing remote learning to young children and their families during the early months of the U.S. response to the COVID-19 pandemic. A convergent parallel mixed-methods design was used to analyze 805 participants' responses to closed and open-ended survey questions. Results indicated that teachers provided various remote learning activities and spent more time planning instruction and communicating with families than providing instruction directly to children. Early childhood teachers reported several positive aspects of remote learning and various challenges during the initial months of the pandemic. Study findings are discussed in the context of policy and practical implications for supporting early childhood teachers to deliver high-quality and developmentally appropriate remote learning for all young children and their families.

Keywords: COVID-19; early childhood education; early childhood teachers; remote learning; technology.