Remote Learning in Early Childhood Education during the COVID-19 Pandemic

The COVID-19 pandemic precipitated an abrupt global shift from classroom-based instruction to remote learning, presenting unique challenges for early childhood education (ECE). Educators were compelled to adapt curricula designed for tactile, play-based environments into digital formats, often with minimal preparation and varying levels of family support. This emergency remote education exposed underlying inequalities in access to devices, connectivity and adult guidance, while also prompting innovation in interactive resources and pedagogical strategies tailored to young learners’ developmental needs.

Remote learning in the early years emphasised shorter, multimodal sessions combining synchronous teacher-led activities with asynchronous play-based tasks. Home-school collaboration became central, with parents and caregivers assuming hybrid roles as facilitators, co-play partners and technical support. Practitioners explored diverse approaches, from teacher-created computer games to storytelling via video calls, seeking to sustain engagement, promote social interaction and support foundational skills in language, numeracy and socio-emotional development. As health restrictions eased, many of these digital practices have informed emerging hybrid models that blend face-to-face contact with technology-mediated learning.

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Remote Learning in Early Childhood Education during the COVID-19 Pandemic publication trend

The graph below shows the total number of articles in remote learning in early childhood education during the covid-19 pandemic across all publications each year (not limited to Nature Index journals).

Technical terms

Emergency remote education: A rapid, temporary shift of teaching and learning to an online format in response to crises, distinct from planned online programmes.

Digital divide: The disparity in access to reliable internet, devices and technical support that affects equitable participation in remote learning.

Play-based learning: A pedagogical approach that uses structured and unstructured play activities to promote cognitive, social and emotional development.

Home-school collaboration: The partnership between educators and families to support learning, incorporating shared responsibilities and communication strategies.

Hybrid model: An instructional design blending in-person and digital learning experiences to leverage the strengths of both modalities.

References

1. Teacher-Developed Computer Games for Classroom and Online Reinforcement Learning for Early Childhood. Education Sciences (2023).
2. A Social Media Analysis of the Experiences of Chinese Early Childhood Educators and Families with Young Children during COVID-19. Sustainability (2023).
3. Online Education in Early Primary Years: Teachers’ Practices and Experiences during the COVID-19 Pandemic. Education Sciences (2022).