Abstract
The COVID-19 pandemic posed unique challenges for early childhood teachers who were facilitating the learning and development of young students. This exploratory, qualitative study examined early childhood teachers’ (K-2 grade levels) experiences with online/hybrid classes and the transition back to in-person classes from Spring 2020 to Fall 2021 in Pakistan and the United States. Themes that emerged from the interview responses of teachers included: proficiency in technology-use, challenges of teaching virtually, limited resources, parental involvement, planning, student engagement, increased workload, challenges of transition to in-person classes, and suggestions for school administrators. Some experiences were unique to Pakistani teachers such as electricity shortages disrupting online classes and gender-based expectations of managing household responsibilities resulting in increased workloads for female teachers. Findings are useful in further understanding the global academic and social impact on young children during the pandemic and the challenges faced by early childhood teachers. Additionally, these findings can inform recommendations to school administrators to provide adequate support to teachers and students transitioning back to in-person classes.
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Acknowledgements
The authors would like to thank Sania Bilwani, Dr. Heidi Legg Burross and Dr. Mary McCaslin for providing their invaluable feedback on the draft of this paper. We are also grateful to the teachers who took out the time to share their experiences for this study.
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Khalid, M., Pope, E.J. Early Childhood Teachers’ Experiences During the COVID-19 Pandemic: A Cross-Cultural Examination of Teachers from Pakistan and the US. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01558-9
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DOI: https://doi.org/10.1007/s10643-023-01558-9