Playing through the Pandemic and Beyond: Exploring the Ongoing Impact of COVID-19 on Play-Based Learning in Kindergarten Classrooms
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| Title: | Playing through the Pandemic and Beyond: Exploring the Ongoing Impact of COVID-19 on Play-Based Learning in Kindergarten Classrooms |
|---|---|
| Language: | English |
| Authors: | Angela Pyle (ORCID |
| Source: | International Journal of Early Years Education. 2025 33(1):219-235. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Foreign Countries, COVID-19, Pandemics, Kindergarten, Play, Barriers, Educational Environment, Space Utilization, Interaction, Hygiene, School Closing, Achievement Gains, Preschool Teachers, Instructional Materials, Social Development, Emotional Development |
| Geographic Terms: | Canada |
| DOI: | 10.1080/09669760.2024.2367505 |
| ISSN: | 0966-9760 1469-8463 |
| Abstract: | The response to the COVID-19 pandemic impacted educational systems throughout the world. School closures, virtual schooling, and strict safety protocols for in-person learning changed instructional approaches to teaching. These changes were particularly disruptive in early childhood education which relies on play-based learning to support students' socioemotional and academic development. This study examines the impact of school disruptions on play-based learning during the pandemic and the lasting effect on classroom practices from the perspective of kindergarten educators in Ontario, Canada. An online survey was administered to 100 kindergarten educators with open-ended questions regarding how the pandemic shaped their implementation of play, challenges they faced during this time, and how their practices have changed in the years following the pandemic. Results indicated significant impacts on play-based learning due to changes to the physical space and materials available, decreases in student choice, limits to social interaction, and masking protocols. Post-pandemic, educators indicated some lasting effects on the implementation of play in their classrooms and noted concerns regarding students' social-emotional development and gaps in their academic skills. These findings provide insight into the continued influence of the pandemic on education and how educators are responding to these lasting impacts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467435 |
| Database: | ERIC |
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| Abstract: | The response to the COVID-19 pandemic impacted educational systems throughout the world. School closures, virtual schooling, and strict safety protocols for in-person learning changed instructional approaches to teaching. These changes were particularly disruptive in early childhood education which relies on play-based learning to support students' socioemotional and academic development. This study examines the impact of school disruptions on play-based learning during the pandemic and the lasting effect on classroom practices from the perspective of kindergarten educators in Ontario, Canada. An online survey was administered to 100 kindergarten educators with open-ended questions regarding how the pandemic shaped their implementation of play, challenges they faced during this time, and how their practices have changed in the years following the pandemic. Results indicated significant impacts on play-based learning due to changes to the physical space and materials available, decreases in student choice, limits to social interaction, and masking protocols. Post-pandemic, educators indicated some lasting effects on the implementation of play in their classrooms and noted concerns regarding students' social-emotional development and gaps in their academic skills. These findings provide insight into the continued influence of the pandemic on education and how educators are responding to these lasting impacts. |
|---|---|
| ISSN: | 0966-9760 1469-8463 |
| DOI: | 10.1080/09669760.2024.2367505 |
