Preschool teachers’ predicaments of teaching online and strategies employed during the COVID-19 pandemic: A literature review

Abstract

BACKGROUND: The COVID-19 pandemic accelerated the transition to remote preschool education, highlighting the crucial role of preschool teachers in navigating pedagogical transformations, adapting to technology, and addressing the challenges of distance learning. OBJECTIVE: This study delved into the intricate challenges confronted by educators specializing in early childhood education within the realm of remote instruction during the COVID-19 pandemic. Additionally, it scrutinized a spectrum of tactics and interventions implemented to overcome the challenges, presenting nuanced insights to enhance the effectiveness of online pedagogy. METHODS: Conducting a systematic literature review, this study comprehensively analysed academic sources to synthesize challenges faced by preschool teachers and their adaptive strategies during the transition to remote instruction induced by the COVID-19. The investigation focused on online teaching strategies, COVID-19 implications, and the broader landscape of remote learning. RESULTS: The review illuminated intricate challenges, encompassing technological constraints, pedagogical adjustments, and psychological adaptations. These challenges compelled the deployment of a diverse range of strategies, underscoring educators’ resilience and resourcefulness in maintaining vibrant online teaching and learning ecosystems. CONCLUSION: This study offers a valuable compendium of insights, providing a comprehensive view of the evolving landscape of remote pedagogy. By fostering a nuanced understanding of the challenges and strategies, educators, administrators, and policymakers can collaboratively devise informed interventions. This collaborative effort optimizes online teaching practices, fostering enriched learning outcomes within the digital epoch.