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.
Introduction
The COVID-19 pandemic has indelibly marked the global landscape, resulting in over 82 million infections and widespread disruptions across various facets of human life, including working in schools [1]. The swift propagation of the disease in the first quarter of 2020 prompted governments worldwide to implement stringent measures to contain its transmission, causing widespread upheaval. The pandemic has significantly influenced all aspects of human life, including educational opportunities [2]. In response, educational authorities in China and other nations formulated strategies for online teaching and learning, enabling safe education from home to mitigate disease transmission. Consequently, educators globally found themselves compelled to adopt online learning platforms, irrespective of their familiarity with subject teaching resources or technological competence [3].
The efficacy of online learning as an educational tool has gained considerable momentum across diverse academic levels, solidifying its established pedagogical prominence [4]. Recent studies exploring the implementation of online learning for pre-service teachers in the aftermath of the outbreak have shown a focus on examining online learning resources to enhance learning effectiveness [5]. Similar research conducted by Johansson et al., [6] and Hong et al., [7] has also highlighted the significance of preschool teachers mastering subject matter and effectively managing time for online instruction. Johansson et al. [6] emphasized the restricted integration of internet-based learning within educational institutions, notably in developing nations like China [8]. This highlighted the compelling need for innovative approaches to deliver essential education post-pandemic, leading to the adoption of diverse online teaching methods. Given the recent strides in online learning and technology integration in China’s educational system, it is crucial to thoroughly examine the attributes defining online learning resources for preschool teachers. This examination has played a pivotal role in shaping preschool online learning resources that effectively address pandemic-induced challenges and enhanced the holistic learning experience for pre-service teacher educators.
Furthermore, personalized video lectures have gained recognition as a transformative tool in the education of preschool teachers [4]. Several studies, including those by Morgan [9], Lassoued et al. [10], and Al-Kahtani [11], support the adoption of such tailored content. These findings held particular value for teacher educators and online platforms users in preschool education, offering insights into utilizing video content to enhance foster teaching competencies among preschool teachers. Additionally, the integration of diverse technological tools is crucial for creating a dynamic online learning environment that fosters collaborative engagement and critical thinking.
During the pandemic, global concern arises due to preschool teachers’ increased reliance on multiple online resources for instructional purposes. This dependence was a consequence of the shift to remote learning prompted by school closures [13, 14]. The implementation of remote learning has triggered extensive debated within the preschool education field, encompassing technological integration, pedagogical competencies, digital literacy, parental involvement, and children’s adaptation to distance learning [14-16]. Despite the integration of digital competences into preschool curricula, challenges persist in the effective implementation of online teaching [17–19].
Gunes and Toran [12] identify the challenges faced by preschool teachers, specifically limited technological and pedagogical knowledge hindering effective teaching and learning. This issue was exacerbated when teacher educators discovered that preschool learners lacked the necessary infrastructure and tools for remote learning, thereby impeding their access to these resources. Consequently, teacher educators turned to instant messaging apps as a means to connect with their students. Observations by teacher educators indicated that preschool learners faced barriers in accessing remote learning due to the unaffordability of necessary tools, including digital devices, and a lack of necessary skills to utilize these tools effectively in remote learning. In alignment with this concern, Masoumi (2020) commented that accessibility was a significant issue during the Covid-19 pandemic. This challenge was compounded by other pressing matters such as affordability, flexibility, learning pedagogy, lifelong learning, and educational policy.
This study conducted a comprehensive review of the foundational research that investigated the challenges encountered by preschool teachers and the strategies they employed to deliver preschool education through online teaching platforms during the Covid-19 pandemic. The emphasis was on how teacher educators successfully transitioned from face-to-face classroom instruction to online platforms, ensuring the provision of meaningful learning experiences.
The following research questions guided this literature review:
How did preschool teachers navigate the multifaceted challenges of online teaching during the COVID-19 pandemic? What specific challenges preschool teachers encounter during their transition to online teaching during the COVID-19 pandemic? How did they creatively address these challenges to ensure a meaningful and productive learning experience for their students?
Method
To address the research questions, this research conducted a rapid review utilizing the classification method proposed by Grant and Booth [21]. The review process was structure and conducted in stages, guided by the systematic review steps outlined in PRISMA (2019).
Initially, this research carefully outlined the content, focus, and limitations of the review to align with the overarching purpose of the research and its specific research inquiries. Subsequently, a systematic set of criteria was developed to guide the meticulous selection and thorough evaluation of pertinent literature throughout the comprehensive search and review phases. The established inclusion criteria encapsulated pivotal facets, including:
Pertinence to the contextual backdrop of challenges and strategies encountered by preschool educators amid the COVID-19 pandemic; Exploration of the transition towards online pedagogy; Empirical examination of selected literature, with a specific focus on intricate challenges related to technological integration; Pedagogical adaptations; Considerations of digital literacy considerations; Nuanced adaptations of teacher educators. Innovative strategies contributing to an encompassing; Productive online educational milieu.
Any studies diverging from the prescribed inclusion criteria were deliberately omitted excluded consideration.
Subsequently, an initial screening process was meticulously conducted, involving a comprehensive evaluation of titles and abstracts. This process resulted in the identification of a pool of 326 studies deemed relevant for further meticulous scrutiny, aligning precisely with the predefined inclusion criteria that governed the delineated scope of this comprehensive literature review.
It is worth highlighting that this all-encompassing approach deliberately considered both affirmative and adverse dimensions of the online teaching experience during the pandemic, although there was a discernible inclination towards the former. An illustrative example of this prevailing trend was evident in the literature’s tendency to predominantly emphasize favourable outcomes, as elucidated in studies exploring the connection between the teaching competence of pre-service preschool teacher educators and remote instruction. However, it is noteworthy that this review intentionally covered a broader spectrum, encapsulating both the challenges preschool teachers faced in online instruction and the array of strategies they adopted. Following a thorough relevance review of the downloaded full texts, 62 studies were found to meet the stringent inclusion criteria.
To comprehensively investigate the challenges faced by preschool teachers in online instruction and the strategies they employed during the COVID-19 pandemic, this study delves into the various methodological approaches prevalent in the scholarly landscape. The analysis categorizes the selected studies into four distinct typologies: experimental, observational, discursive, and synthetic. In total, 30 articles spanning the years 2020 to 2022 have been meticulously chosen for detailed examination.
Results
The research studies under examination were published between 2020 and 2022, with a predominant concentration in the recent three-year span. To provide a structured and organized presentation, the exposition begins by introducing both quantitative and qualitative studies. Table 1 furnished a comprehensive summary of the nuanced complexities associated with the challenges encountered by preschool teachers in online instruction, coupled with the strategic approaches they adopted amid the COVID-19 pandemic. The Table 1 intricately delineated the outcomes and conclusions drawn from the diverse array of studies.
Past studies on preschool teachers’ predicaments and online and strategies employed during the COVID-19 pandemic
Past studies on preschool teachers’ predicaments and online and strategies employed during the COVID-19 pandemic
Preschool education plays a pivotal role in fostering the holistic development of young learners and contributes to the delivering quality education globally [22, 23]. Countries worldwide have developed online learning resources to support the advancement of preschool education. For example, China has taken a proactive approach by instituting policies and Three-year Action Plans for Preschool Education, reflecting ongoing development, online curriculum reforms, assessments, and policies. These initiatives underscore the foundational role of the online learning environment in preschool education within the country’s education system [24].
Amid the challenges posed by the Covid-19 pandemic, numerous studies have delved into the impact on preschool education and learning environments. Notably, Choiriyah et al. [25] explored critical thinking skills among children in Indonesia, highlighting the government’s commitment to integrating critical thinking abilities into online learning activities. Similarly, Duran [26] focused on the effects of the pandemic on Turkish preschool children, observing disruptions caused by fear and anxiety, which were mitigated through innovative online teaching methods.
The pandemic intensified challenges for preschool teachers, as investigated by Düzyol and Yıldırım [27]. These teacher educators faced obstacles related to content preparation, managing behavior in synchronous sessions, and addressing family dynamics, revealing the complexity of remote teaching environments. Furthermore, the study by Bruening et al. [28] uncovered insights into Covid-19 testing logistics, mitigation measures, and potential strategies, such as outdoor gardening to support children and parents.
Addressing the well-being of teachers, Rahman et al. [29] noted heightened levels of depression and anxiety among preschool teacher educators during the pandemic, suggesting the importance of mental health support. Meanwhile, Mphahlele and Jikpamu [30] highlighted digital inequality issues affecting preschool curricula, underscoring the need to enhance digital literacy skills.
Concerns regarding the overall development of online learning environments for children have surfaced. Ghosh et al. [31] identified a number of risk factors triggered by online learning, including sleep disturbances, sedentary behavior, and reduced outdoor play opportunities, all affecting preschool the health of children during the pandemic. Additionally, Cordovil et al. [32] discussed the adverse effects of decreased physical activity on children’s well-being, emphasizing the significance of maintaining healthy lifestyles.
Innovative online teaching approaches in preschool education, such as the role of play highlighted by Keeffe and McNally [33], were explored. Preschool teacher educators recognized six key characteristics of play, reaffirming its significance in fostering learning, creativity, and child autonomy. The adaptability of teacher educators during the pandemic was evident, as observed by Pinar and Apak [34], who noted adaptations influenced by factors like student relationships and family dynamics. While some challenges persisted, Kulaksiz and Toran [35] demonstrated the potential of remote technology integration in preschool education. Their praxeological approach highlighted initial hurdles, the learning process, and positive outcomes in developing technology skills among pre-service preschool teachers.
Diverse learning modalities: online and remote education
Within the realm of education, teacher educators encountered diverse learning environments, including face-to-face, online, and remote settings. E-learning involved web-based technological tools applicable both inside and outside the classroom, whereas remote teaching and learning involved a blend of asynchronous and synchronous approaches [36, 37]. In the context of remote teaching, teacher educators have the flexibility to choose between real-time interactions or self-paced tasks for students, prompting concerns about potential academic and social repercussions arising from this transition.
Nikolopoulou’s study [28] identified a research gap in preschool education for children aged 4–8 regarding online teaching practices. The study focused on teacher educators’ teaching experiences during the Covid-19 pandemic, revealing diverse instructional approaches that emphasize language, psychomotor, and affective activities. While students generally adapted positively to technology, maintaining a connection with the school environment, challenges such as technical issues and limited access to digital resources emerged. Similar sentiments were echoed by Alan [39] and Duran [26], highlighting teacher educators’ initial challenges transitioning online. Despite a lack of necessary skills and training, these challenges improved over time.
Durmuşoğlu Saltalı [40] explored risk factors affecting children’s physical motor development, illustrating the potential impact of remote learning on holistic development. Zain et al.’s research [41] in Malaysia highlighted the reliance on songs for teaching physical online lessons, while facing challenges of internet access and the need for teachers to possess technology skills for effective home-based teaching. Yildiz et al. [42] identified a shift in teachers’ roles, emphasizing the need for support in learners’ education and promoting socialization, accompanied by disparities between private and public preschool administrators. In Yüksel’s study [42], no significant improvement in preschool teachers’ motor skills during online teaching were observed, underscoring the challenges inherent in remote preschool education.
Strategies and challenges of online and distance learning
Online learning, as a pedagogical approach, supports knowledge acquisition, product creation, and problem resolution. Engaging in online learning necessitates a structured educational program [19]. Plotka and Guirguis [44] contend that thoughtfully designed online learning platforms can provide academically relevant content within early childhood curricula, aligning with developmental appropriateness. This enriched resource repertoire empowers preschool teachers to access information, tackle challenges, facilitate transformative experiences, and immerse themselves in interactive learning environments.
Both traditional and distance learning share the common goal of fostering students’ knowledge and responsibility [45]. While pedagogy remains the primary driving force behind distance learning, technology significantly shapes the educational experience [22]. Various definitions of distance education have been proposed. Keegan (1990) highlighted three key aspects: (i) the physical separation between the instructor and learners throughout the teaching and learning process, (ii) the use of diverse resources, such as printed materials and digital tools, to distribute educational content and facilitate communication, and (iii) the existence of an official organization responsible for the implementation of distance learning.
Distance learning has existed since the early 19th century when several Western colleges offered education through postal correspondence [47]. Currently, distance education is delivered through digital platforms, aligning with the guiding principles of Open Learning [48]. Distance education can be broadly categorized as synchronous or asynchronous, depending on the mode of instruction [49]. Synchronous learning occurs in real-time, whereas asynchronous learning allows learners to engage with the content at their own pace, irrespective of their temporal location [50].
The availability and effectiveness of pedagogical content on online learning platforms depend on both the platforms’ monitoring of knowledge and information sources and how the lesson contents are presented. While several studies have highlighted the positive impact of appropriate online learning resources on the professional development of preschool teachers [51], other researchers caution against excessive reliance on online resources, as it may lead to learning and developmental challenges [52].
Conflicting findings present a challenge for online learning platforms striving to provide the most beneficial educational experience for preschool teachers. In an experimental pretest and post-test design, Choiriyah et al. [25] involved thirty early childhood children and found that multimedia-based distance learning can facilitate the development of critical thinking abilities in young children, opening avenues for further research on instructional techniques to enhance these skills. Similar research by Hong et al. [7] utilized the technology acceptance model (TAM), a frequently used framework for investigating technology acceptance. The found that most teachers embraced educational technology when they recognized its benefits for teaching purposes. While TAM has been extensively employed in the education field, its relevance to early childhood education had not been adequately emphasized.
Benefits and concerns of online learning platforms
The landscape of education has undergone profound transformation with the emergence of new learning platforms, propelling preschool teachers into an era of technology-driven teaching methods. This transition has leveraged a spectrum of technologies— ranging from instant messaging, video sharing, and social networking tools to podcasts and blogs— to reshape the contours of learning [54]. This evolution has shifted the instructional paradigm from computer-mediated communication to a more refined online learning model in distance education, creating specialized channels for autonomous and collaborative interactions among preschool teachers, thereby facilitating socialization [54, 55].
Preschool teachers actively participated in independent Synchronous Computer-Mediated Communication to enhance their teaching competence in nursery education [38]. Their research delved into the dynamic interplay between preschool teachers and an online learning platform, outlining their active involvement in the creation, reviewing, and supervising both their own and peers’ contributions as integral facets of the online learning journey. The term ‘instructional technique’, within the context of online learning materials, encapsulates the core elements of cooperative learning, providing preschool teachers with a platform to construct projects, assess advancements, and fulfilled assignments, thereby nurturing their professional evolution [43].
Covid-19’s impact on early childhood education and teachers
Amid the diverse terminologies used to describe learning environments arising from the COVID-19 pandemic, early childhood education teacher educators have turned to online, remote, synchronous, and asynchronous platforms to ensure continuous student learning despite numerous challenges. The sudden worldwide closure of schools left preschool teacher educators grappling with uncertainty, navigating the unfamiliar territory of virtual teaching without tailored methodologies or adequate training [56].
A study by Timmons et al. (2022) illuminated the impact of COVID-19 on preschool children and the challenges associated with remote instruction, particularly within Ontario’s play-based early childhood curriculum. The researchers identified five predominant themes: equal opportunity, synchronous and asynchronous teaching methods, children’s affective domains, academic achievements, and the repercussions of the pandemic on family well-being. The shift to remote teaching posed challenges in maintaining the interactive play-based inquiry curriculum, disrupting the dynamics of children’s interactions (Timmons et al., 2022).
Transitioning into the unfamiliar context of the ‘Learn at Home’ plan, preschool teacher educators encountered a shift in their role as families became essential partners in supporting both academic and social growth. Dreeseni et al. [61] advocate for stakeholders to provide technical and educational support to empower teachers, parents, and children affected by the pandemic. The capacity of parents to assist with remote learning depends on factors such as available time and technological familiarity, particularly pertinent in early childhood education where parental involvement is pivotal.
Aslan et al. [62] conducted interviews with early childhood teachers, identifying their resilience in embracing online and hybrid learning approaches during the pandemic. These educators demonstrated determination in adopting technology for remote instruction, emphasizing the necessity for continual updates to their technological skills for effective online education.
In a comparative analysis of Greek preschool education, Markaki and Kostas (2022) shed light on the landscape of emergency remote teaching (ERT) during school closures. The study revealed that teacher educators predominantly employed asynchronous approaches through various platforms, highlighting the adaptability and versatility of educators in navigating online teaching methods. However, gaps in guidance, training, and pedagogical application surfaced, emphasizing the need for comprehensive support to effectively navigate online instruction.
Discussion
The literature on preschool education during the COVID-19 pandemic primarily comprises sources published between 2020 and 2023, distinguishing it from other themes. Many reviewed articles focus on diverse topics, including the impact of COVID-19 on early childhood children (2 studies), kindergarten teachers’ experiences in various countries such as the USA, Bangladesh, Turkey, Canada, Ireland, Israel, Indonesia, Lithuania, Greece, Hong Kong, Malaysia, and others. Additional themes encompass preschool teachers’ perspectives on COVID-19, the implementation of physical activities during the pandemic, the significance of play in the early childhood curriculum, the effectiveness of multimedia use, top management views on COVID-19, analysis of preschool curricula, global perspectives on COVID-19, and risk factors associated with the pandemic.
The research methodologies employed in these studies primarily involve qualitative research, with limited utilization of quantitative and mixed methods approaches. The small sample sizes for data collection restrict the generalizability of findings. However, many studies recommend further replication of their findings in future research. The largest sample size identified in this review consisted of thirty-one teachers, while the smallest, based on qualitative research, involved just eleven teachers. Interviews with preschool teachers were the predominant data collection method, likely influenced by factors such as lockdown restrictions, limited access to teachers, and time constraints. These constraints may have led researchers to primarily employ qualitative methods rather than exploring alternative approaches.
The COVID-19 pandemic has left a lasting impact on the education landscape, instigating significant changes. While learning without formal instruction is possible, the pandemic has demonstrated that, particularly among marginalized and vulnerable children, a substantial amount of learning does not take place in the absence of teacher educators during the teaching and learning process on a large scale. A prominent concern revolves around the insufficient coverage of the early childhood curriculum, leading to learning losses. These concerns have emerged due to the widespread deprivation of learning opportunities for children worldwide, despite the provision of online education, which has proven problematic. Preschool teachers have expressed that the traditional face-to-face teaching framework in early childhood education was greatly disrupted by the COVID-19 pandemic. This situation was further exacerbated when teacher educators had to transition from in-person instruction to online education, distance learning, or remote teaching environments [17, 55].
Preschool teachers encountered significant challenges when transitioning to online teaching platforms during worldwide school closures amid the pandemic. They became the primary victims of the crisis, as children recognized that their parents had to assume the role of teachers in the absence of physical classroom instruction during home-based learning [30–32]. Moreover, various factors, such as disparities in digital technology access, inadequate technological resources and tools, a lack of emergency policies and curriculum development to support preschool teachers, insufficient hands-on practical training opportunities, and a lack of confidence, self-efficacy, and motivation, were identified as contributing reasons [12, 57].
The findings from the reviewed studies align with those of Arcia et al. (2021), derived from the World Bank Group Education, which highlight the need for influential curricula designed by preschool curriculum developers and policymakers. These curricula should provide pedagogical training, knowledge, skills, and abilities to empower teachers in fostering children’s cognitive development, promoting effective communication between parents and children, and supporting teachers’ continuous professional development for sustained learning continuity. Government policies should prioritize unlimited access to digital pedagogy and training for teachers, ensuring they possess the necessary technological pedagogical content knowledge [25]. Similar support and exposure should be provided to parents to enable them to assist their children with the learning process at home, thereby facilitating learning even in the absence of teachers. As highlighted by Hamad et al. (2018), education plays a crucial role in the well-being of children and adolescents, as a well-educated community has a profound impact on their future lives.
Findings underscore the crucial need for increased attention and monitoring of children’s development in early childhood education [19]. Psychologists suggest that the optimal development of behavioral self-regulation occurs between the ages of 3 and 7, with significant stability in motivation observed around 5 years old [40, 51]. Despite the opportunities for young learners to engage in creative activities on online platforms, the potential risks associated with long-term online learning should not be overlooked [37].
Policy makers and curriculum developers should carefully consider the literature, emphasizing the importance of play and advocating for its inclusion as a vital component in early childhood development curricula, especially in the post-pandemic instructional design [58, 59]. Efforts should be directed towards addressing the adverse effects on children’s well-being and welfare caused by the pandemic, including the hindrance of communication between teachers and children in the educational context. The effective use of digital technology by preschool teachers is crucial for sustaining children’s motivation and engagement in learning during crises [52]. Although this research does not specifically examine the effectiveness of teachers’ technology use, it acknowledges that instructors may face challenges in adapting due to the ongoing nature of the pandemic.
A study conducted in Poland by Kruszewska, Nazaruk, and Szewczyk [60] revealed that all early childhood schools implemented remote learning. However, children’s ability to learn effectively diminished, showing limited engagement in remote learning compared to face-to-face instruction. Many children also experienced stress, anxiety, and difficulties with concentration. The negative impact of the lockdown on children’s well-being led to increased sedentary lifestyles. Therefore, it is crucial for the government, policymakers, and curriculum developers to design educational policies and curricula that incorporate physical activities to promote healthy development and well-being among children.
The reviewed studies offered valuable insights for curriculum designers, educational technology developers, preschool administrators, and policymakers. Technology developers can improve the user-friendliness of instructional technology by offering clear instructions or videos based on input from preschool teachers. Supporting strategies for preschool administrators may involve basic training in educational technology, fostering learning communities, and ensuring access to technology professionals to enhance teachers’ competence and intention to use educational technology. Policymakers should prioritize the integration of instructional technology into pre-service teacher education programs and teacher education curricula.
Conclusion
In conclusion, the commendable resilience demonstrated by preschool teachers during the Covid-19 pandemic, as they adeptly navigated online platforms to ensure continuous learning, is noteworthy. However, a noticeable research gap persists in understanding and promoting the adoption of technology in preschool education, despite the increasing interest in incorporating technology into educational settings. Our comprehensive review of prior studies provides valuable insights, laying a foundation to support preschool teachers in embracing technology adoption both in theory and practice.
To further enhance the proficiency of preschool teachers in the ever-evolving landscape of early childhood education, it is imperative to broaden the focus of the curriculum. Beyond traditional pedagogical content knowledge, prioritizing the integration of educational technology, coupled with elements of fun, play, and physical activities, ensures a well-rounded skill set for educators. This holistic approach aligns with the dynamic needs of contemporary preschool education.
In parallel, government bodies, particularly the Ministry of Education, should consider revising national professional requirements for preschool instructors. Emphasizing the essential need for technical knowledge, competencies, and abilities in education will not only address the current challenges but also position preschool teachers as effective navigators of future educational landscapes. This collective effort is vital to empower educators, foster optimal learning environments, and contribute to the continuous improvement of early childhood education in our evolving society.
Ethical approval
Not Applicable.
Informed consent
Not Applicable.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Funding
This research was funded by a grant from Department of Education in Shaanxi, China (No. SGH22Y1656) and Shaanxi Vocational and Technical Education Association (No. 2023SZX461).
Footnotes
Acknowledgments
The authors have no acknowledgments.