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

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.

Auteur

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.

Contenu

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 Batistic Zorec, Faculty of Education, University of Ljubljana, SLOVENIA

Mojca Pecek, 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, Deve…