Abstract
Through the perspectives of early childhood educators (ECEs) working with under-fives, this article explores how play and learning featured when shifted abruptly to online spaces during COVID-19 in Malta. This work draws on Siemens’ connectivism learning theory which sees the integration of technology and social interactions as connections that empower learning in a digital age. The COVID-19 scenario called for immediately available data; consequently, a quantitative methodology was adopted. Two online surveys were held: in 2020 and 2021. Two hundred sixty-three ECEs participated in the first online survey, while seventy-nine the second. Findings locate benefits, challenges, and opportunities for play and learning online, shaped by the development of three key changing patterns in Maltese ECEC: an uneven start for ECEs, e-interactions, and curricula and pedagogies in online spaces – a kaleidoscope of play and learning in COVID-19 times. Implications for pre-service and in-service ECEs’ support, monitoring, and training are discussed to facilitate effective play and learning in online environments.
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