Abstract
The article explores child well‐being in Danish early childhood education and care (ECEC) during the time of COVID‐19. A phased reopening of Denmark occurred in spring 2020 under strict health guidelines. Two ECEC institutions were followed first‐hand to observe the impact of the pandemic on pedagogy and child well‐being. Observations and interviews were conducted with follow‐up interviews and an online survey a year later. The findings suggest that the pandemic caused pedagogues to work in a more child‐sensitive way with elevated staff/child ratios and children in small, fixed groups; however, child well‐being was not negatively affected, despite the acute situation
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