Exploring the influence of COVID-19 on children’s development from preschool teachers’ perspectives in the post-pandemic era in China

Abstract

ABSTRACT This study examines the impact of the COVID-19 pandemic on young children’s development from the perspective of preschool teachers in the post-pandemic era. It was conducted one semester after the official resumption of face to face teaching and learning in several kindergartens in China. The study utilises a qualitative methodology that interviews 33 preschool teachers from 26 provinces in China. Several multifaceted effects of the pandemic were explored on various aspects of children’s development. These include physical fitness, adaptive skills, social interactions, emotional regulation, language development, self-protection awareness, and digital skills. The results from the study discuss the observed differences among children in behavioural habits, emotional socialisation, and language abilities upon returning to kindergarten. In addition, the findings emphasizes the role of preschool teachers in recognising and regulating psychological, cognitive, and behavioural differences among young children, providing targeted support, and fostering a nurturing and inclusive learning environment. By understanding the challenges and opportunities brought about by the pandemic, educators can empower young children to thrive in the post-pandemic era and navigate the evolving educational landscape successfully.