The COVID-19 pandemic, which continues to be effective today, disrupted our daily lives in many areas and caused some changes. Along with the pandemic process, social life, daily activities and working life, as well as education and training life, were also affected and many countries have switched from face to face education to distance education. In our country, early childhood education started face to face in the 2020-2021 academic year, but online education has been started since the middle of the fall semester. Even though face to face education started in the second semester, parents who did not want to send had a claim not to send their children to school even if they are registered. In this study, it is aimed to present the reflections of the pandemic process on early childhood education, its reflections on teachers and parents, and its effects on the developmental areas of children in this period, in comparison with the views of teachers and parents. The case study, which is one of the qualitative research methods, has been used in the research. The study group of the research consists of 11 parents and six teachers. Demographic information form and interview questions have been used as data collection tools in the research. The obtained data had been analyzed by content analysis method. As a result of the research, it has been determined that the pandemic process affects early childhood education in many ways, affects all developmental areas of children, and teachers and parents are most affected psychologically and socially in this process. The findings have been discussed in the light of the relevant literature.