Quality early childhood education and care in a time of COVID-19

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.