Pedagogical Impacts of Kindergartens’ Response to Covid-19

Abstract

This study explores the pedagogical impacts of the infection control measures implemented in Norwegian kindergartens after the Covid-19 lockdown in the spring of 2020. The data is based on a survey study with three repeated measures following kindergartens from the first week of reopening in April, continuing until June. Reflexive thematic analysis is used in the analysis of data from answers to open questions. The themes generated were: (1) limited time to prepare, (2) concerns about the unknown, (3) structuring the kindergartens according to the guidelines, (4) securing a safe place for children within the new rules and routines; (5) closer relationships but reduced child democracy, (6) spending time more time outside and in nature, and (7) reduced collaboration and information flow. Framed by a crisis management perspective and the concepts of structural and process quality, we discuss what we can learn from the kindergartens’ experiences in the spring of 2020.

Keywords

• crisis management
• early childhood education and care
• infection control
• pedagogy
• Covid-19