Abstract
ABSTRACT COVID-19 disrupted almost all pedagogical activities in Danish kindergartens. Basic principles were challenged because of new demands for hygiene and social and physical distance. More activities were moved outdoors, group sizes were minimized, parents had to stay outside the grounds and kindergarten teachers had to deal with a lot of insecurity. However, after a challenging period, new potentials emerged, and new, promising pedagogical principles were identified. In this article, we present examples of COVID-19 disruption in Danish kindergartens with children aged 2-5, based on a mixed-methods study using survey data as background material for qualitative field observations and interviews. The research questions are: What characterizes the learning environments and pedagogical approaches in kindergartens, and how are they redefined over time in response to the two-phase disruption during COVID-19? The article provides four answers concerning: rethinking play activities; rethinking food and meals; rethinking handover and parent relations; and handling insecurity. In addition, two short sections deal with the consequences for management and the kindergarten teachers’ professional identity.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: European Early Childhood Education Research Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
