Abstract
Following the spread of COVID-19 to Africa, the Cameroon government placed emphasis on the impact of the pandemic on social services and the economy and actions to support this sector. There has been no reported research on the effects of the pandemic on the preschool sector. This chapter draws from a more extensive doctoral study that examines parents’ and teachers’ perceptions of parental involvement in early childhood learning. It builds on the narratives of four preschool teachers at a private nursery school in Douala. As a response to the lockdown, they organised distance learning to support children and families. Finally, the chapter discusses policy recommendations to help administrators and policy-makers strategise for future and unforeseen circumstances.
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