An Ecological Investigation of Kindergarten-Oriented Educational Practice during the Initial COVID-19 Class Suspension in China

Abstract

ABSTRACT Research Findings: Given that kindergartens are essential in sustaining children’s education during the COVID-19 lockdown, this study investigates kindergarten-oriented educational practice during the initial class suspension (February–June 2020) in China. Articles published via twenty Chinese kindergartens’ WeChat official subscription accounts during this period and relevant policy documents were collected and analyzed. This study found that during the class suspension, China’s kindergartens were able to continue providing education by adding the topic of COVID-19 to the curriculum, remaining focused on subject-related learning, utilizing digital technologies as a communication platform, and assigning different roles to parents to support children’s learning at home. However, activities prescribed by teachers and kindergartens were generally teacher-directed and structured, which led to the marginalization of children’s voices and play. Practice or Policy: As kindergarten prescribed teaching and learning activities misalign with the “broad definition of learning” encouraged by macro-level documents, the policy-practice gap implies that: i) teachers could explore how digital technologies could be combined with child-centered activities in online learning; ii) parents need supports for extending children’s learning and play at home; iii) policy-makers should provide more detailed guidelines and practical suggestions for teachers to support learning, including the post-COVID period.