Evidence overwhelmingly demonstrates that experiences from birth through age 5 are critical to children's development. Yet despite the long-term benefits of early childhood education (ECE), many children lack access to integrated, inclusive early learning experiences before kindergarten. Where children do have access to early learning, public…

In education, among the most anticipated consequences of the COVID-19 pandemic are that student performance will stagnate or decline and that existing inequities will increase. Although some studies suggest a decline in student performance and widening learning gaps, the picture is less clear than expected. In this study, we add to the existing…

The quality of parental support is recognized as a crucial factor in the early stages of a student's development, and particularly in instrumental music education. At the start of 2020, the outbreak of a global pandemic crisis posed new and unprecedented challenges to education, forcing families to stay at home to prevent contagion. This…

Distance education has added a different dimension to the change in the use of ICT (information and communication technologies) in the early childhood education paradigms in recent years due to the COVID-19 pandemic. These changes before and during the pandemic will also affect education in the post-pandemic period and this is why research in…

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher's relations with the pre-school children and parents during the first lockdown. The study is based on a…

This colloquium discusses the crucial need to reconcile the ironic dilemma of enforcing social-distancing measures and social relationships simultaneously during the COVID-19 crisis. Young children have been exposed to multifaceted challenges during this time. However, their well-being, education, and safety have often been overlooked, ignored, or…

The authors discuss the challenges and opportunities for teachers in facilitating social and emotional development in preschool children, creating partnerships with their families, and addressing their impeded progress induced by COVID-19. The authors further illuminate lessons learned and provide implications for partnering with families during…

The purpose of this study was to discover the relationship between individual student reading levels to mathematics levels utilizing the State of Texas Assessments of Academic Readiness, STAAR, scores for third- and fourth-grade students before and after the COVID-19 pandemic school closures. The study had four research questions examining third-…

Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic…

"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…

This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation…

The purpose of this study was to examine preschool teachers' practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven…

The purpose of this qualitative study is to determine how four rural school districts in East Tennessee worked to implement the third-grade retention law within their understanding and interpretation of the law to the benefit of the students and overall communities they serve. The study used a semi-structured questionnaire format conducted with a…

Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope…

This paper explores systemic challenges facing P-12 online education and the role of non-instructional interventions in addressing them. While not exclusively centered on the COVID-19 pandemic, it acknowledges how the global crisis highlighted existing systemic issues in online education. By examining foundational support, needs analysis, and…