Main description:

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.

Contents:

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

Maria-Jose Opazo, University of Chile, Santiago, CHILE

Carol-Ann O'Siorain, 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

Barbara 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

Genevieve 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-Jerome (Qc), CANADA

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

Stephanie 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 Lopez-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 Gomez-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 Parana & Alecrim Dourado, Brazil

Tiago Madalozzo, State University of Parana, 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