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

Autor/inn/en	Wistoft, Karen; Clark, Aske; Qvortrup, Lars
Titel	A Window of Change: How COVID-19 Disrupted Pedagogical Approaches in Danish Kindergartens
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 5, S.658-671 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wistoft, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.2005111
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Preschool Children; Preschool Education; Kindergarten; Teaching Methods; Play; Food; Parent School Relationship; Preschool Teachers; Professional Identity; Educational Practices; Psychological Patterns; Anxiety; Coping; Denmark + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Lebensmittel; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Erzieher; Erzieherin; Kindergärtnerin; Bildungspraxis; Angst; Bewältigung; Dänemark
Abstract	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 with children aged 2-5, based on a mixed-methods study using survey data as background material for qualitative field observations and interviews. The research questions are: 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01