Abstract
The pandemic of COVID-19 has played havoc on the economy, healthcare, and education facilities of the world. Many new modes of work have been adopted as a precaution against this deadly disease, and many guidelines have been formed, like using masks in public, maintaining social distance, and restricting movements. These precautions are helpful for prevention but, at the same time, they have put a significant mental burden for the school-going children who were used to the routine school activities with their friends and teachers. The pre-school children, or children belonging to the class of early childhood education as it is often interchangeably called, in a developing country are adversely affected in this pandemic either due to lack of awareness about online mode of teaching and learning and lack of interactions with their peers and teachers or their limited technical support. These problems need to be addressed.
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