Reflective Inquiry on Early Years Pedagogy: Distance Learning and Teaching in the Post-COVID-19 Era

Abstract

This reflective inquiry will share how two early years educators addressed the unique challenges of teaching and learning during a pandemic situation. The major focus of this article will be within the context of full-day kindergarten in Ontario, Canada. Although teaching during a pandemic has encouraged educators to become innovative, early years educators must also engage in reflective practices. These distance learning opportunities must also hold true to play-based pedagogies and center the needs of students and families at their core. The uniqueness of the early years presents specific pedagogical considerations that educators need to explore and intentionally implement into their practice as they innovate in this new complicated reality. This chapter will be based on primary research as distance learning related to the early years is a new area of study. There is little to no research that has been conducted in this area as it does not align with early years pedagogy and practice. This chapter will explore the following topics: play-based learning in a culture of inquiry, the learning environment, assessment for and of learning, concerns and issues around equity, mental health and well-being, and teacher capacity. It will conclude with implications for early years teaching during possible future critical situations.

Our task is to help children communicate with the world using all their potential, strengths and languages, and to overcome any obstacle presented by our culture.

Loris Malaguzzi