Changes in Early Care and Education Settings Amid COVID-19: Voices of Parents

Abstract

ABSTRACT Research Findings: The purpose of this qualitative study is to understand parents’ perceptions of changes in early care and education (ECE) in the early stage of the COVID-19 pandemic in South Korea. Thirty-three parents of young children who attend three different types of ECE programs (i.e. kindergartens, childcare centers, and non-accredited programs) participated in a 30-minute semi-structured interview. Through an applied thematic analysis, three major themes were generated: Structural Changes in ECE Settings, Support from ECE Programs and Teachers, and Changes in Parents’ Perceptions of ECE. Parents reported that they wanted their voices to be heard going through the changes in ECE settings. Some parents expressed concerns about the changes and were not satisfied with support provided by ECE programs. However, when ECE programs maintained regular communications, parents felt grateful, and parent-program relationships remained uninterrupted. Practice or Policy: The findings highlight the importance of recognizing parents as a meaningful part of the ECE community, understanding and addressing parents’ perceptions, and engaging parents in the frequent and open communication. Understanding parents’ perspectives can potentially improve the quality of ECE programs and promote high-quality parent-program relationships. Continuous efforts are needed to further explore parents’ perceptions in ECE research and practice.