Quality Early Childhood Education and Care in a Time of COVID-19

Autor/inn/en	Tregenza, Sasha; Campbell-Barr, Verity
Titel	Quality Early Childhood Education and Care in a Time of COVID-19
Quelle	In: Journal of Early Childhood Research, 21 (2023) 2, S.198-211 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell-Barr, Verity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X231153105
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care; Educational Quality; COVID-19; Pandemics; Teacher Attitudes; Parent Attitudes; Adjustment (to Environment); Young Children; Parent Teacher Cooperation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Lehrerverhalten; Elternverhalten; Frühe Kindheit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Contextual approaches to high quality Early Childhood Education and Care (ECEC) seek to capture the complexity of children's lives, developing pedagogical approaches that are responsive to children's needs and interests. In 2020, the COVID-19 pandemic provided a complex layer to the question of what constitutes quality ECEC. A mixed methods appreciative inquiry of educators' and parents' views of quality in one ECEC setting in England, became an unexpected ethnographic exploration of quality ECEC in the time of a global pandemic. The findings indicate how features of quality, such as offering a range of learning environments and structuring the pedagogic environment to offer free-flowing play, had to be adapted to prevent the spread of COVID-19. The focus on quality shifted, prioritising the health and safety of families and staff, over the quality and variety of the curriculum. Greater emphasis was also placed on children's social and emotional well-being to support their ability to understand and manage the changes to routines in response to the pandemic. The findings demonstrate that the early years workforce remains central to understanding and supporting quality, concluding that quality ECEC is shaped by adaptability -- adapting to the needs of children, families, staff, and the unprecedented context of COVID-19. The focus on adaptability seeks to highlight how educators frequently respond to unique contexts in juggling concepts of quality ECEC. Consequently, a recommendation is made for future educator training to consider the importance of adaptability, in providing a useful framework for reimaging quality ECEC post COVID-19. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01