A Window of Change: How COVID-19 Disrupted Pedagogical Approaches in Danish Kindergartens

TY - JOUR

T1 - A Window of Change: How COVID-19 Disrupted Pedagogical Approaches in Danish Kindergartens

AU - Wistoft, Karen

AU - Clark, Aske

AU - Qvortrup, Lars

PY - 2022

Y1 - 2022

N2 - COVID-19 disrupted almost all pedagogical activities in Danish kindergartens. Basic principles were challenged because of new demands for hygiene and social and physical distance. More activities were moved outdoors, group sizes were minimized, parents had to stay outside the grounds and kindergarten teachers had to deal with a lot of insecurity. However, after a challenging period, new potentials emerged, and new, promising pedagogical principles were identified. In this article, we present examples of COVID-19 disruption in Danish kindergartens, children aged 2-5It is a mixed methods study using survey data as background material for qualitative field observations and interviews. The research question is: What characterizes the learning environments and pedagogical approaches in kindergartens, and how are they redefined over time in response to the two-phase disruption during COVID-19? The article provides four answers concerning: rethinking play activities; rethinking food and meals; rethinking handover and parent relations; and handling insecurity. In addition, two short sections deal with the consequences for management and the kindergarten teachers’ professional identity.

AB - COVID-19 disrupted almost all pedagogical activities in Danish kindergartens. Basic principles were challenged because of new demands for hygiene and social and physical distance. More activities were moved outdoors, group sizes were minimized, parents had to stay outside the grounds and kindergarten teachers had to deal with a lot of insecurity. However, after a challenging period, new potentials emerged, and new, promising pedagogical principles were identified. In this article, we present examples of COVID-19 disruption in Danish kindergartens, children aged 2-5It is a mixed methods study using survey data as background material for qualitative field observations and interviews. The research question is: What characterizes the learning environments and pedagogical approaches in kindergartens, and how are they redefined over time in response to the two-phase disruption during COVID-19? The article provides four answers concerning: rethinking play activities; rethinking food and meals; rethinking handover and parent relations; and handling insecurity. In addition, two short sections deal with the consequences for management and the kindergarten teachers’ professional identity.

KW - Kindergarten

KW - COVID-19

KW - Learning environment

KW - Rethinking

UR - http://www.scopus.com/inward/record.url?scp=85119660974&partnerID=8YFLogxK

U2 - 10.1080/1350293X.2021.2005111

DO - 10.1080/1350293X.2021.2005111

M3 - Journal article

SN - 1350-293X

VL - 30

SP - 658

EP - 671

JO - European Early Childhood Education Research Journal

JF - European Early Childhood Education Research Journal

IS - 5

ER -