The Impact of COVID-19 on Early Childhood Education and Care

ISBN-13: 9783030969790 / Angielski / Miękka / 2023

Opis

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.​

Spis treści

Part One:

COVID-19 and the Global Early Childhood Landscape

 

 

Chapter 1

Introduction to the Volume

 

 Mary Renck Jalongo, Book Series Editor, Educating the Young Child, Springer Nature, Indiana, PA, USA

 

 

Chapter 2

 

A Bioecological Systems Approach to Understanding the Impact of the COVID-19 Pandemic: Implications for the Education and Care of Young Children

 

 

Suzanne M. Egan, Mary Immaculate College, University of Limerick, IRELAND

 

Jennifer Pope, Mary Immaculate College, University of Limerick, IRELAND

 

 

Chapter 3

 

Heroes, Victims, Sacrifices, and Survivors: A Qualitative Analysis of Early Childhood Teacher’s Social Media Posts during COVID-19

 

Ellen McKenzie, Independent Researcher, Kobe, JAPAN

 

 

Chapter 4

 

Lessons From the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector across Ten Countries

 

Antje Rothe, Leibniz University, Hannover, GERMANY

 

Mary Moloney, Mary Immaculate College, Limerick, IRELAND

 

Margaret Sims, Honorary Professor, Macquarie University, Armidale, AUSTRALIA

 

Pamela Calder, London South Bank University, London, ENGLAND

 

Doreen Blyth, Educational Leaders Association, Perth, AUSTRALIA

 

Wendy Boyd, Associate Professor, Southern Cross University, Lismore, AUSTRALIA

 

Laura Doan, Associate Professor, Thompsons Rivers University, Kamloops, CANADA

 

Fabio Dovigo, Professor, Aarhus University, Copenhagen, DENMARK

 

Sarah Girlich, State Institute of Language Promotion in Early Childhood Education (LakoS), Leipzig, GERMANY

 

Sofia Georgiadou, Aristotle University of Thessaloniki, Thessaloniki, GREECE

 

Domna Kakana, Aristotle University of Thessaloniki, Thessaloniki, GREECE

 

Conor Mellon, National College of Ireland, Dublin, IRELAND

 

María-José Opazo, University of Chile, Santiago, CHILE

 

Carol-Ann O'Síoráin, Hibernia College, Dublin, IRELAND

 

Marian Quinn, Munster Technological University, Cork City, IRELAND

 

Marg Rogers, University of New England, Armidale, AUSTRALIA

 

Carolyn Silberfeld, Anglia Ruskin University, Cambridge University of East London, London, ENGLAND

 

Bárbara Tadeu, Universidade do Porto, Porto, PORTUGAL

 

 

Chapter 5

 

COVID-19 and Early Childhood Care and Education in India

 

Sunita Singh, School of Education Studies, Ambedkar University Delhi, INDIA

 

 

Chapter 6

 

Preschoolers’ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia

 

Marcela Batistič Zorec, Faculty of Education, University of Ljubljana, SLOVENIA

Mojca Peček, Faculty of Education, University of Ljubljana, SLOVENIA

 

 

Part Two: Wellbeing in Early Childhood Personnel

 

Chapter 7

Wellbeing during the COVID-19 Pandemic: Perspectives of Australian Early Childhood Educators

 

Lisa Murray, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA

Patricia Eadie, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA

Amelia Church, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA

Penny Levickis, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA

Jane Page, Melbourne Graduate School of Education, The University of Melbourne, VIC, AUSTRALIA

 

 

 

Chapter 8

 

Work Wellbeing during COVID-19: A Survey of Canadian Early Childhood Education and Care Managers

 

Nathalie Bigras*, Faculty of Education, University of Quebec at Montreal, Montreal (Qc),            CANADA

 

Geneviève Fortin, Department of psychology, University of Quebec at Montreal, Montreal           (Qc), CANADA

 

Lise Lemay, Faculty of Education, University of Quebec at Montreal, Montreal (Qc),                    CANADA

 

Christelle Robert-Mazaye, Faculty of Education, University of Quebec at Outaouais,        St-Jérôme (Qc), CANADA

 

Annie Charron, Faculty of Education, University of Quebec at Montreal, Montreal (Qc),              CANADA

 

Stéphanie Duval, Faculty of Education, Laval University, Quebec (Qc), CANADA

 

Chapter 9

 

“My cup was empty”: The Impact of COVID-19 on Early Childhood Educator Wellbeing

 

Laura McFarland,, Charles Sturt University, Albury, NSW, AUSTRALIA

 

Tamara Cumming, Charles Sturt University, Albury, NSW, AUSTRALIA

 

Sandie Wong, Macquarie University, Sydney, NSW, AUSTRALIA

 

Rebecca Bull, Macquarie University, Sydney, NSW, AUSTRALIA

 

Chapter 10

  Early Childhood Educator Well-Being during the COVID-19 Pandemic: A Qualitative Study and Emic Perspective  

Lynne Lafave, Mount Royal University, Calgary, Alberta, CANADA  

 

Alexis D. Webster, Mount Royal University, Calgary, Alberta, CANADA

 

Ceilidh McConnell, Mount Royal University, Calgary, Alberta, CANADA

 

 

 

 

 

 

Part Three:

 Focus on Families

 

 

Chapter 11

Beneficial Parenting According to the “Parenting Pentagon Model”: A Cross-Cultural Study during a Pandemic

Dorit Aram, Tel Aviv University, Tel Aviv, ISRAEL

Merav Asaf, Kaye Academic College of Education, Be’er Sheva, ISRAEL

Galia Meoded Karabanov. Tel Aviv University, Tel Aviv, ISRAEL

Margalit Ziv, Kaye Academic College of Education, Be’er Sheva, ISRAEL

Susan Sonnenschein, UMBC, Baltimore, MD, USA

Michele Stites, UMBC, Baltimore, MD, USA

Katerina Shtereva, University of Sofia, Sofia, BULGARIA

Carmen López-Escribano, Complutense University of Madrid, Madrid, SPAIN

 

Chapter 12

 

Early Identification of Risk, Developmental Delay, or Disability in Young Children: Connecting Families with Services During a Global Health Crisis

 

Marisa Macy, University of Nebraska at Kearney, Kearney, NE, USA

 

                                                 

Chapter 13

 

“It just doesn’t work”: Parents’ Views about Distance Learning for Young Children with Special Needs

 

Susan Sonnenschein, University of Maryland Baltimore County (UMBC), Baltimore, MD, USA

Michele L. Stites, UMBC, Baltimore, MD, USA

Julie A. Grossman, Prince George’s County Public Schools, Adelphi, MD, USA

Samantha H. Galczyk, UMBC, Baltimore, MD, USA

 

 

 

Chapter 14

 

Lessons Learned Supporting Families of Young Children with Disabilities via Telehealth during the COVID-19 Pandemic

 

Laura Lee McIntyre, University of Oregon, Eugene, OR, USA

 

Miranda Gab, University of Oregon, Portland, OR, USA

 

Jennifer Hoskins, University of Oregon, Portland, OR, USA

 

Julia Tienson, University of Oregon, Portland, OR, USA

 

Cameron L. Neece, Department of Psychology, Loma Linda University, Loma Linda, CA, USA

 

 

Part Four:

Caregivers, Teachers, Administrators, and Teacher Education

 

 

Chapter 15

The Effects of the COVID-19 Pandemic on Family Child Care Providers: Insights from a Rural U.S. State

 

Patricia Hrusa Williams, University of Maine at Farmington, Farmington, ME, USA

 

Donna Karno, University of Maine at Farmington, Farmington, ME, USA

 

 

Chapter 16

Black Family Childcare Providers’ Roles as Community Mothers during the COVID-19 Pandemic

 

Crystasany R. Turner, Erikson Institute, Chicago, IL, USA

 

Chapter 17

 

The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primary School Teachers

 

Kate Anderson, Unbounded Associates/Idara-e-Taleem-o-Aagahi, Washington, DC, USA

 

Janice Kim, Research Associate, Faculty of Education, University of Cambridge, UK

 

Monazza Aslam, Managing Partner, Oxford Partnership for Education Research and Analysis, Oxford, UK

 

Donald Baum, Associate Professor, Brigham Young University, Provo, UT, USA

Belay Hagos Hailu, Associate Professor of Education, Director of Institute of Educational Research, Addis Ababa University, ETHIOPIA

 

David Jeffery, Senior Consultant, Oxford Policy Management, Oxford, UK

 

Pauline Rose, Professor, Faculty of Education, University of Cambridge, UK

 

Saba Saeed, Senior Program Manager, Idara-e-Taleem-o-Aagahi, Lahore, PAKISTAN

 

Chapter 18

“It’s just too much”: COVID-19 Effects on Head Start Teachers’ Lives and Work

 

Natalie Schock, Johns Hopkins University School of Education, Baltimore, MD, USA

 

Katherine Ardeleanu, Johns Hopkins University School of Education, Baltimore, MD, USA

 

Jun Wang, Johns Hopkins University School of Education, Baltimore, MD, USA              

 

Lieny Jeon, Johns Hopkins University School of Education, Baltimore, MD, USA 

 

Chapter 19

 

Hands-On Mathematics: Pre-Service Teachers Supporting Home Learning During COVID-19

 

Evan Throop Robinson, St. Francis Xavier University, Antigonish, Nova Scotia, CANADA

Lori McKee, St. Francis Xavier University, Antigonish, Nova Scotia, CANADA

Anne Murray-Orr, St. Francis Xavier University, Antigonish, Nova Scotia, CANADA

 

 

 

Part Five: 

Delivering Programs and Services Despite Challenges

 

 

Chapter 20

 

Young Children’s Online Learning and Teaching: Challenges and Effective Approaches

 

Evdokia Pittas, Department of Education, University of Nicosia, Nicosia, CYPRUS

Inmaculada Fajardo Bravo, Department of Developmental and Educational Psychology,
Research Unit on Reading, University of Valencia, SPAIN

Nadina Gómez-Merino, Department of Developmental and Educational Psychology, Research Unit on Reading, University of Valencia, SPAIN 

 

 

Chapter 21

 

Remote Teaching and Learning in Early Primary Contexts: A Qualitative Study of Teachers and Parents During the COVID-19 Lockdown

 

Kristy Timmons, Faculty of Education, Queen’s University, Kingston, Ontario, CANADA   

 

Amanda Cooper, Faculty of Education, Queen’s University, Kingston, Ontario, CANADA  

 

Heather Braund, Faculty of Health Sciences, Queen’s University, Kingston, Ontario, CANADA

 

Emma Bozek, Faculty of Education, Queen’s University, Kingston, Ontario, CANADA  

 

Chapter 22

 

COVID-19 Influences on the Quality of Curriculum in Selected Child Care Centres in Singapore

 

Marjory Ebbeck, University of South Australia, Adelaide, SOUTH AUSTRALIA

 

Hoi Yin Bonnie Yim, Deakin University, Geelong, Victoria, AUSTRALIA

 

 Siew Yin Ho, NTUC First Campus Co-Operative Ltd, Mountbatten Square, SINGAPORE

 

Minushree Sharma, NTUC First Campus Co-Operative Ltd, Mountbatten Square,

SINGAPORE

 

 

Chapter 23

 

Educational Services for Young Children with Disabilities During COVID-19: A Synthesis of Emergent Literature

 

Elizabeth A. Steed, University of Colorado Denver, Denver, CO, USA

 

 

Chapter 24

 

Music Programs for Young Children During the COVID-19 Pandemic: Stories from Across the World

 

Beatriz Ilari, University of Southern California, USA

 

Lisa Koops, Case Western Reserve University, USA

Elizabeth Andang’o, Kenyatta University, Kenya

 

Alfredo Bautista, Education University of Hong Kong, HK

Bronya Dean, University of Waikato, New Zealand

Vivian Madalozzo, Pontifical University of Paraná & Alecrim Dourado, Brazil

 Tiago Madalozzo, State University of Paraná, BRAZIL

 Katherine Palmer, Musical Instrument Museum, USA

 Gina Yi, Wheaton College, USA/SOUTH KOREA

 

Chapter 25

 

Will Programs Be Prepared to Teach Young Children At-Risk Post-Pandemic?

A Scoping Review of Early Childhood Education Experiences

 

Megan Kunze, University of Oregon, Eugene, OR, USA

 

Laura Lee McIntyre, University of Oregon, Eugene, OR, USA

 

O autorze

In 2021, Mary Renck Jalongo co-edited a highly successful special issue of Early Childhood Education Journal on COVID-19 and published two articles on the topic. Articles from that Special Issue have been downloaded over 90,000 times to date. For 25 years, she served as editor-in-chief of Early Childhood Education Journal and continues as  senior editor of Springer Nature’s Educating the Young Child book series. Throughout her career, she has written, co-authored, or edited more than 40 books. Her professional journal articles have earned eight national awards for excellence in writing, including four EDPRESS awards. She is a professor emerita with 37 years of experience at Indiana University of Pennsylvania (IUP). where she was named the professor of year.

Jyotsna Pattnaik is a professor of early childhood education at California State University, Long Beach (CSULB) where she earned the Outstanding Professor Award from the College of Education and the Professors Around the World Award. In 2020-21, she co-edited a special issue of Early Childhood Education Journal on COVID-19, made three national presentations on the topic, served as a speaker on the topic for two webinars in India, and chaired one Master’s thesis on the topic. She has guest edited two international focus issues of Childhood Education (ACEI), edited three books, and published over 30 articles/book chapters. In 2009, she was the recipient of the outstanding alumni scholar award from the College of Education and Communications, Indiana University of Pennsylvania (IUP). Her current projects include two empirical articles on the effects of COVID-19 on early childhood education and care.