View in EDS HTML Full Text PDF Full Text

Playing through the Pandemic and Beyond: Exploring the Ongoing Impact of COVID-19 on Play-Based Learning in Kindergarten Classrooms

Saved in:
Bibliographic Details
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 0000-0002-9112-4687), Ruxandra Filip, Allison McCann, Nicole Larsen, Emily Cowan
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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwF__6QIsgqrG6uXFnwqBKSiAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGCckDg2Vni7tegWIAIBEICBmguaZ3VA9Fug7rYcocYYsxNuH0QA3Ek5iPz44ucYGPi9yENdq4Aif-LE1K3NemjKLWTd8eadrVBSJ2Ys3qBCkQ0SLIEm3OasAz3IKhlYBJZ7SeN2z-I8yfYV9wjXV9r8A07GtCFsYvvhRbH-ZQQvDY30a-3DNt56lx89yAmUfSzSeMKGtSFW8SdcH-jWwDl6X8CS2yG1VB6WhfA=
Text:
  Availability: 1
  Value: <anid>AN0184444645;54r01mar.25;2025Apr15.05:11;v2.2.500</anid> <title id="AN0184444645-1">Playing through the pandemic and beyond: exploring the ongoing impact of COVID-19 on play-based learning in kindergarten classrooms </title> <p>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.</p> <p>Keywords: Play; play-based learning; teacher perspectives; classroom practice; kindergarten; post-pandemic change</p> <p>Impacts of the COVID-19 pandemic are being widely documented by researchers across disciplines. Repercussions from the most recent global health threat are reverberating throughout all areas of society, including, but not limited to, health, economic, and educational systems (Jenkins et al. [<reflink idref="bib18" id="ref1">18</reflink>]; Nicola et al. [<reflink idref="bib27" id="ref2">27</reflink>]; Sabetkish and Rahmani [<reflink idref="bib39" id="ref3">39</reflink>]). Of relevance to many parents, educators, and other educational and healthcare stakeholders are the physical, psychological, socioemotional, and educational impacts on children. Worldwide school closures have led to disruptions in education and consequential mental health and learning challenges in youth (United Nations Children's Fund [<reflink idref="bib45" id="ref4">45</reflink>]). Furthermore, the implementation of virtual learning and the required safety protocols (e.g. social distancing, masking) during in-person learning resulted in changes to the delivery of instruction for all students. These changes were especially disruptive in early childhood education (ECE), where play-based learning is essential to students' development and academic growth (Ashiabi [<reflink idref="bib3" id="ref5">3</reflink>]; Pyle, DeLuca, and Danniels [<reflink idref="bib34" id="ref6">34</reflink>]). The current study sought to explore changes to teachers' perspectives and implementation of play-based learning in kindergarten classrooms across Ontario, Canada during the COVID-19 pandemic and the lasting impact of these shifts on pedagogical practice in post-pandemic early years classrooms.</p> <hd id="AN0184444645-2">School closures and learning losses</hd> <p>Throughout the pandemic, significant educational disruptions and notable learning loss were anticipated for students as school closures became commonplace. Early in the pandemic, Kuhfeld et al. ([<reflink idref="bib22" id="ref7">22</reflink>]) shared projections of expected learning loss due to COVID-19 school closures using models based on other instances of school absence (e.g. summer holidays, frequent absenteeism, natural disasters) and prior student assessment data in the United States. Based on these models, Kuhfeld et al. ([<reflink idref="bib22" id="ref8">22</reflink>]) predicted that students would be behind academically, particularly with regards to their mathematics learning. However, these school learning deficits were not anticipated to equally impact all students; 'differential access to technology and [virtual] instruction during the COVID-19 school closures could widen school SES [socioeconomic status] achievement gaps' (Kuhfeld et al. [<reflink idref="bib22" id="ref9">22</reflink>], 560). Evidence for these predictions is beginning to accumulate, with recent research from the Netherlands evidencing learning loss in math, spelling, and reading, with students from disadvantaged homes reporting greater academic difficulties (Engzell, Frey, and Verhagen [<reflink idref="bib12" id="ref10">12</reflink>]).</p> <p>Young children are especially susceptible to the negative impacts of the pandemic because of the importance of this developmental period for social, emotional, and cognitive growth, with serious consequences anticipated due to disruptions to early childhood education and care (ECEC; Spiteri [<reflink idref="bib41" id="ref11">41</reflink>]). Given the predictive power of early academic skills for later school achievement (Duncan et al. [<reflink idref="bib11" id="ref12">11</reflink>]), effective ECE is essential for determining students' learning trajectories. González et al. ([<reflink idref="bib16" id="ref13">16</reflink>]) compared two cohorts of preschool children (ages 4–6) in Uruguay, demonstrating that those who attended preschool during the pandemic and experienced subsequent school restrictions had lower motor and cognitive development skills when compared to peers that attended preschool pre-pandemic. Like other studies, the severity of these impacts correlated to SES, with students in more economically privileged schools experiencing less drastic skill deficits (González et al. [<reflink idref="bib16" id="ref14">16</reflink>]). For families with lower SES, ECEC during the pandemic was a protective factor for supporting the development of young children's receptive vocabulary skills (Davies et al. [<reflink idref="bib10" id="ref15">10</reflink>]). Overall, 'COVID-19 is widening existing attainment gaps; it is not only a health crisis but also an education crisis' (Spiteri [<reflink idref="bib41" id="ref16">41</reflink>], 145).</p> <p>Qualitative studies have also analyzed the effects of school closures from the perspectives of parents and school administrators, whose concerns centered around the learning losses incurred and reduced rates of academic behaviours (e.g. attendance, participation, and completion of schoolwork) during virtual learning, technology as a barrier due to lack of access and digital literacy, and certain groups of students (e.g. those with learning differences, English Language Learners) experiencing more pronounced challenges with virtual learning (Klosky et al. [<reflink idref="bib20" id="ref17">20</reflink>]).</p> <hd id="AN0184444645-3">Unique challenges in early childhood contexts</hd> <p>While learning challenges have been documented across contexts and student populations, ECE centers have experienced unique challenges adapting to school closures and restrictions upon re-openings. Visnjic-Jevtic et al. ([<reflink idref="bib46" id="ref18">46</reflink>]) reviewed policies and practices for ECE in a sample of countries. In several, the COVID-19 safety protocols, and any corresponding requirements for virtual instruction, were substantially less than other grade levels. The authors asserted that the quality of virtual ECE was often dependent on the digital competence of the educators and corresponding availability of digital tools. Similarly, based on interviews with early childhood educators and parents in Ontario, Canada, Timmons et al. ([<reflink idref="bib42" id="ref19">42</reflink>]) described equity concerns regarding virtual learning, including access to technology and learning materials, as young children relied on parents to assist educators with carrying out virtual instruction at home.</p> <p>With schools re-opening, health and safety protocols resulted in ECE classrooms that were vastly different from their pre-pandemic counterparts (Visnjic-Jevtic et al. [<reflink idref="bib46" id="ref20">46</reflink>]). Many places saw children of essential workers return to school first, resulting in changes to play due to limited numbers of students (McKinty and Hazleton [<reflink idref="bib26" id="ref21">26</reflink>]). As more children returned to classrooms, early childhood educators were largely tasked with enacting and enforcing new safety protocols while having to eliminate play materials that fell short of disinfection criteria (Visnjic-Jevtic et al. [<reflink idref="bib46" id="ref22">46</reflink>]). Although eliminating materials could open avenues for new creativity, the protocols mandating student distancing led to educators facilitating more regimented activities. Social opportunities for students were limited because protocols mandated small groups or required physical distance between students in classrooms (Visnjic-Jevtic et al. [<reflink idref="bib46" id="ref23">46</reflink>]).</p> <p>Despite practices and mandates varying across countries, Visnjic-Jevtic et al. ([<reflink idref="bib46" id="ref24">46</reflink>]) described the mental and emotional toll on early childhood educators and parents with small children as largely universal. A study of 1790 kindergarten educators stated that 'due to their responsibility for teaching the youngest, least independent, school-age population, kindergarten educators faced particular challenges' (Spadafora et al. [<reflink idref="bib40" id="ref25">40</reflink>], 2). The hands-on approach to ECE curricula was challenging to reproduce virtually and early childhood educators faced increased pressure due to a reliance on their digital competence and virtual creativity. Moreover, educators were commonly only given short periods of time to adapt their curricula for the virtual environment (Engzell, Frey, and Verhagen [<reflink idref="bib12" id="ref26">12</reflink>]) while also having to navigate digital instruction in a world that often criticises 'screen time' (Cowan et al. [<reflink idref="bib9" id="ref27">9</reflink>]). Early childhood educators and parents often had misaligned perspectives on synchronous versus asynchronous virtual instruction. While educators valued synchronous time with students, parents often felt overwhelmed by the level of parental assistance that was needed to support the learning (Timmons et al. [<reflink idref="bib42" id="ref28">42</reflink>]).</p> <hd id="AN0184444645-4">Play during the pandemic</hd> <p>Play serves an essential purpose in children's growth and development, both generally and in ECE (Barnett [<reflink idref="bib4" id="ref29">4</reflink>]; Kourti et al. [<reflink idref="bib21" id="ref30">21</reflink>]; Vygotsky [<reflink idref="bib47" id="ref31">47</reflink>]). The pandemic and related restrictions led to limitations on children's play while also inspiring new approaches to play (Kourti et al. [<reflink idref="bib21" id="ref32">21</reflink>]). Throughout the COVID-19 pandemic, there were restrictions on social play at home, school, and beyond, and children described missing their friends (Kourti et al. [<reflink idref="bib21" id="ref33">21</reflink>]). When some children returned to in-person education, they were more likely to play with those of different ages and genders due to reduced playmates. The pandemic became a storyline in this play, for example, games of tag where the person who is 'it' had COVID (McKinty and Hazleton [<reflink idref="bib26" id="ref34">26</reflink>]). This weaving of the pandemic into children's play narratives has been described as revealing 'children's awareness and understanding of the pandemic, with play potentially offering a way of exploring new and unsettling ideas and exercising agency' (Cowan et al. [<reflink idref="bib9" id="ref35">9</reflink>], 15).</p> <p>When opportunities for in-person play were limited, children's play quickly adapted to the digital environment (Cannon et al. [<reflink idref="bib7" id="ref36">7</reflink>]; Cowan et al. [<reflink idref="bib9" id="ref37">9</reflink>]; McKinty and Hazleton [<reflink idref="bib26" id="ref38">26</reflink>]). While digital games and playful media creation grew in popularity, traditional forms of play were adapted to video calls and integrated throughout digital platforms 'that blended elements of digital and non-digital play' (Cowan et al. [<reflink idref="bib9" id="ref39">9</reflink>], 12). Not only were video calls an environment for traditional play using physical materials, they also were frequently used alongside digital games like Minecraft (McKinty and Hazleton [<reflink idref="bib26" id="ref40">26</reflink>]). Research has highlighted the digital tailoring of children's play as a testament to the resilience of play and the creativity of children (Cowan et al. [<reflink idref="bib9" id="ref41">9</reflink>]).</p> <hd id="AN0184444645-5">Play-based learning during the pandemic</hd> <p>Recent research has sought to conceptualise play more clearly in the context of education, or what is known as 'play-based learning'. Play has long had a role in early childhood contexts such as daycare, preschool, and kindergarten classrooms. However, it has historically been perceived as separate from academic learning (Pyle, DeLuca, and Danniels [<reflink idref="bib34" id="ref42">34</reflink>]). Specifically, the role of play in a learning environment has been associated with the development of children's socioemotional, oral language and cognitive skills, while academic skills such as reading, spelling, and math were thought to be developed through direct instruction (Pyle, DeLuca, and Danniels [<reflink idref="bib34" id="ref43">34</reflink>]). However, contemporary conceptualisations of play-based learning acknowledge the value of various types of play for different purposes, with educators taking more or less of an active role depending on the type and purpose of the play (Pyle and Danniels [<reflink idref="bib32" id="ref44">32</reflink>]; Zosh et al. [<reflink idref="bib50" id="ref45">50</reflink>]). Dimensional approaches to play-based learning such as Pyle and Danniels ([<reflink idref="bib32" id="ref46">32</reflink>]) continuum posit <emph>free play</emph> at one end, where children initiate and lead the play with minimal educator involvement. At the other end of the continuum, educators take a more active role, often initiating and leading the activities through <emph>teacher-directed play</emph> or <emph>playful instruction</emph> (Pyle and Danniels [<reflink idref="bib32" id="ref47">32</reflink>]). In the middle of these two extremes, guided play has been established as a meeting point where educators and children share control over the play (Jensen et al. [<reflink idref="bib19" id="ref48">19</reflink>]; Toub et al. [<reflink idref="bib44" id="ref49">44</reflink>]; Weisberg, Hirsh-Pasek, and Golinkoff [<reflink idref="bib48" id="ref50">48</reflink>]).</p> <p>While definitions of play-based learning are being refined in research and educational contexts, the implementation of play-based learning is challenging in practice. Fesseha and Pyle ([<reflink idref="bib14" id="ref51">14</reflink>]) demonstrated that there are often discrepancies between how educators define play and how they implement it in the classroom. Despite communicating wholistic definitions of play-based learning, some educators described learning occurring in teacher-directed, instructional contexts while play (free play in particular) occurred outside of those instructional times (Fesseha and Pyle [<reflink idref="bib14" id="ref52">14</reflink>]). Given that the effective implementation of play-based learning has been difficult for educators during regular times, one could anticipate that play-based learning was particularly challenging during the COVID-19 pandemic due to school closures, requirements for virtual learning, and restrictions upon school re-entry.</p> <p>While much recent research has focused on the mental health impacts and academic learning losses related to school closures amid the pandemic, the pedagogical implications are also important to understand as pedagogy plays an important role in children's learning. As such, this study sought to explore the challenges inherent to play-based teaching and learning during school closures, virtual learning, and restricted returns to in-person schooling throughout the COVID-19 pandemic. As the effects of the pandemic will not vanish with the reopening of schools, this study also explored how restrictions, student needs, and shifts to play-based learning continue to impact teachers' pedagogical decisions in post-pandemic classrooms.</p> <hd id="AN0184444645-6">Method</hd> <p></p> <hd id="AN0184444645-7">Survey design</hd> <p>Researchers conducted an international web-based survey to collect kindergarten educators' perspectives on and experiences with play during the COVID-19 pandemic. The survey consisted of 19 items, including 12 close-ended educator demographics questions (e.g. location, education, years of experience), school demographics (e.g. public/private, student demographics), and teaching context during the pandemic (i.e. time teaching in bricks-and-mortar or virtual classrooms). Additionally, educators were asked seven open-ended questions regarding play-based learning in kindergarten and how the pandemic shaped their implementation of play (e.g. successes, challenges, lasting impact on their practices).</p> <hd id="AN0184444645-8">Participants</hd> <p>Once ethical approval for this study was granted by the University of Toronto ethics committee, educators who taught kindergarten during the pandemic were invited to participate. In all, 100 participants completed the survey, with the majority (92%) located in Ontario, Canada. The decision was thus made to limit our analysis to the 92 Ontario participants as the responses from other provinces (<emph>N</emph> = 4) and countries (<emph>N</emph> = 4) were insufficient to allow for appropriate analysis. Most educators reported that they taught in a public-school setting (91%). Seventy-five percent of participants indicated that their highest level of education was a bachelor's degree, while 14% reported completing a master's degree, and the remaining 11% completed a college diploma. Most educators (86%) reported receiving some formal training in the implementation of play in kindergarten, either through professional development or pre-service training. Participants' number of years of previous teaching experience ranged from 2 to 27 years (<emph>M</emph> = 13.89, SD = 6.40), with the years of experience teaching kindergarten ranging from 0.5 to 25 years (<emph>M</emph> = 7.48, SD = 4.59).</p> <hd id="AN0184444645-9">Ontario context</hd> <p>Ontario's Kindergarten Program is a two-year full-day program with mandated play-based learning (Ontario Ministry of Education [OME] [<reflink idref="bib28" id="ref53">28</reflink>]). Play-based instruction continued to be mandated during COVID-19, however implementation was restricted due to regulations enacted to prevent the spread of COVID-19 (OME [<reflink idref="bib29" id="ref54">29</reflink>]). In Ontario, schools were shut down in March 2020 for the remainder of the 2019/2020 school year (ending in June 2020), with instruction limited to online learning (OME [<reflink idref="bib29" id="ref55">29</reflink>]). When schools reopened for the 2020/2021 school year, families could choose to enroll their children in a traditional bricks-and-mortar or virtual school. Teachers were also provided this choice, with most educators completing the majority of their teaching in a bricks-and-mortar school (81%), as opposed to a virtual classroom (19%). Nonetheless, most children and teachers spent some time in a virtual setting as bricks-and-mortar schools were shut down at various points throughout 2020/2021 due to high rates of COVID-19 (OME [<reflink idref="bib29" id="ref56">29</reflink>]).</p> <p>In bricks-and-mortar classrooms, students and staff were required to practice physical distancing, ensuring two meters of distance between themselves and others when possible. During the 2020/2021 school year, protocols limited the use of shared objects, including toys and games, and required their cleaning between use (OME [<reflink idref="bib29" id="ref57">29</reflink>]). While the OME did not mandate masks for kindergarten students, masks were highly encouraged, and many school boards chose to mandate masking for all students (OME [<reflink idref="bib29" id="ref58">29</reflink>]; TDSB [<reflink idref="bib43" id="ref59">43</reflink>]). Protocols also called for extensive attention to hand hygiene and respiratory etiquette, as well as general cleaning and sanitisation in classrooms (OME [<reflink idref="bib29" id="ref60">29</reflink>]). These protocols largely continued into the 2021/2022 school year with the exception that object sharing was permitted (OME [<reflink idref="bib30" id="ref61">30</reflink>]).</p> <hd id="AN0184444645-10">Data analysis</hd> <p>Responses to open-ended questions were coded inductively using line by line coding to examine educators' perspectives of the effect of COVID-19 on play-based learning in kindergarten (Hsieh and Shannon [<reflink idref="bib17" id="ref62">17</reflink>]; Patton [<reflink idref="bib31" id="ref63">31</reflink>]). Responses were open coded by four researchers, with each researcher working independently to code a subset of the responses. To ensure agreement in coding, 20% of the responses were double coded, and all discrepancies were resolved through discussion. Researchers worked together to compare codes across responses and determine common themes. The researchers used a recursive approach to thematic analysis, continually refining themes through review and discussion of the initial codes (Braun and Clarke [<reflink idref="bib6" id="ref64">6</reflink>]).</p> <p>Through this process, codes were organised into five main themes regarding the implementation of play during the pandemic: changes to the physical classroom and materials; decreases in student choice; changes to play/absence of play; limits to social interaction; and challenges with mask protocols. When educators' perspectives on play in post-pandemic classrooms and the lasting impact of COVID-19 were coded, three further themes emerged: implementing play in post-restriction classrooms; students' compromised social-emotional development; and gaps in academic skills.</p> <hd id="AN0184444645-11">Results</hd> <p>Educators reported multiple challenges with the implementation of play-based learning during the pandemic. While many respondents shared frustrations regarding physical limitations (e.g. restrictions on play materials/classroom environment), more fundamental challenges relating to the types of play and social interactions between students were highlighted as impacting the essence of play-based learning. Educators also shared post-pandemic realities, reporting evident gaps in students' academic and socioemotional skills upon their return to the classroom.</p> <hd id="AN0184444645-12">Changes to the physical classroom and materials</hd> <p>When educators and students were permitted in classrooms, COVID-19 protocols led to restrictions on both the classroom's layout and the types and quantities of play materials available to students:</p> <p>During the first year, students had to social distance and we had tables taped with 4 sections per table so we had to limit interactions. We had no carpets for floor play and toys had to be cleaned after each use, which was beyond time-consuming, and we had to limit materials. We also were not allowed water tables, sand table, sensory play and had to throw playdough out after each use. (P12)</p> <p>In addition to necessary changes to the classroom layout, many educators expressed frustration with the restrictions on materials: 'it has been a challenge not having soft items in the classroom, like our carpet or stuffed animals' (P20). These fabric items were valued for the comfort they provided and the play they promoted: 'Acknowledge the elephant in the room. Stop saying create a warm and welcoming, rich learning environment and then take out everything because policies say no fabric or no stuffed animals, etc.' (P70). These changes to the available materials influenced the type of play students could engage in: 'The dramatic play centre without costumes and other items such as stuffed animals for a veterinarian is difficult as it makes it hard for children to really use their imagination in role play' (P19). Educators also shared that they had to limit students' access to sensory play materials: 'we were limited in some play activities (no water play, no sand and no fabrics)' (P25), with another participant elaborating that 'sensory materials are a "one-person use", so sand etc. has to be in individual bins and thrown out after each child' (P28).</p> <p>A further challenge communicated by educators was the insufficient quantity of play materials to distribute equitably when there were limits on sharing and requirements for regular cleaning after use: 'Since children cannot share materials, we have been limited in the variety of materials that we can provide' (P30). Educators reported adapting to these limitations as best they could, with many dividing up resources for individual student use: 'This has been a BIG change for us. We have moved to lots of individual play bins, because at certain times, we were not allowed to have children share toys at all' (P61). Other educators devised alternative solutions such as creating 'buffet play where the kids took a basket and collected the toys they wanted to play with (like a buffet) and then when they were finished, they would get out a bin to wash' (P35). Such adaptations changed the nature of play-based learning in many classrooms 'because the cleaning and disinfection guidelines are onerous in our area, many educators have shifted to paper-pencil or very limited access to play materials' (P58). Only 33% of the educators who completed most of their teaching in a bricks-and-mortar school reported being able to maintain a semblance of normalcy:</p> <p>During bricks and mortar learning, kindergarten at our school looked very similar to pre- covid. Students were allowed to play in small groups and with a wide variety of toys. I do know that this wasn't the case at all schools. (P84)</p> <p>As this educator astutely pointed out, the majority of teachers described needing 'to modify our play due to all the covid protocols. Children have decreased opportunities to play, share and interact with others' (P48).</p> <p>In virtual learning environments, the availability of materials in students' homes influenced the type of learning experiences educators could plan and implement. For some educators, 'the largest challenge was the lack of materials at home for the students to use' (P22), which made planning 'a little tougher because we had to make sure that any materials each child needed were accessible by everyone. So, it altered how we taught online a bit' (P11). The changes to the classroom set-up and limitations on play materials in both in-person and virtual learning environments emerged as significant challenges to the implementation of play-based learning.</p> <hd id="AN0184444645-13">Decreases in student choice</hd> <p>While restrictions to materials was communicated as an independent challenge, it was also often discussed in relation to student choice as teachers perceived that the lack of access to materials resulted in a lack of choice for students: 'the activities for the children are still based in play, there are just less choices and less freedom to roam and move between centres' (<reflink idref="bib49" id="ref65">49</reflink>). In fact, for some educators, student choice was equated with play-based learning: 'it's better now that things have lifted but before it wasn't really play based it was each table was given a bucket and they had to [be] okay with those toys' (P54).</p> <p>Once restrictions eased or lifted, educators described an increase in child choice and child-driven play: 'this year our students play where they choose, with the materials they choose. We offer play dough, water play, sand play and all play is student centered and driven' (P12). Pandemic restrictions on play materials and consequent limitations on student choice highlighted the importance that educators placed on student choice as an essential component of play-based learning.</p> <hd id="AN0184444645-14">Changes to play</hd> <p>The challenges with materials and limitations in student choice led to shifts in the play in classrooms: 'Play wasn't as free and exploratory due to less materials ... This truly has been difficult, and we are not able to give children the amount of free open play they need' (P3). This focus on free play and its absence during pandemic restrictions was echoed by other educators:</p> <p>Working within public health direction, spontaneous play was greatly reduced during the thick of the pandemic. We went from large blocks of uninterrupted free movement play (pre-pandemic) to students' individual desks in rows using teacher created individual bins that have to be sanitized between children. (P65)</p> <p>The implementation of less free play tended to lead to an increase in 'play [that] was very teacher-directed' (P84), particularly in virtual learning contexts.</p> <p>Most play is teacher(me)-directed because there's no time teaching online to make collective decisions about what/how to play and definitely no time to teach them how to navigate collaborative features so they can do more creative virtual activities with each other. (P91)</p> <p>Other educators highlighted parental learning expectations when describing a move to more teacher-directed activities during virtual learning: 'free play with students in front of cameras. Parents do not see this as a valuable educational experience, so learning was more teacher-directed' (P84). Although many educators endorsed using more teacher-directed play during virtual learning, educators simultaneously reported challenges with implementing their typical roles in virtual play: 'there [are] a lot of natural opportunities in play where an educator can prompt, facilitate, model that cannot naturally be done virtually' (P6).</p> <p>While many educators lamented the lack of free play, some described a lack of play-based learning altogether: 'There wasn't much play-based learning happening, it was basically survival' (P13). With others echoing that play-based learning was too difficult with all the restrictions: 'It is not possible for an educator to manage all this concurrently with instruction and assessment in two models [online and in-person] ... so most just give up on play' (P58). In lieu of play-based learning approaches, educators described an increase in direct instruction, both virtually and in-person. Educators shared that 'there was more "paper" work, more direct instruction, and less play' (P63). In the virtual context, educators reported that learning was more teacher-directed and 'more academic based than play based' (P22). Overall, the types of play offered, and the presence of play itself, were limited. One respondent succinctly represented the perspectives of many: 'I didn't feel like I implemented the full scope of the program because of all of our limitations' (P47).</p> <hd id="AN0184444645-15">Limits to social interactions</hd> <p>When teachers were able to implement play-based learning in their classrooms, they communicated the challenges associated with social distancing and the repercussions these restrictions had on children's social interactions: '[During] the bricks and mortar periods, students were not allowed to socially interact with each other in the classroom' (P65). As such, educators noted a 'lack of opportunities for socially engaged play with peers' (P18).</p> <p>With limited opportunities for students to interact with each other, changes were observed in the types of play in which students engaged: 'There is more independent and parallel play' (P49). As students were more likely to play independently or near another student (i.e. parallel play), they had fewer opportunities to develop important socioemotional skills: 'I felt that it was unnatural and impeded the development of social skills and self-regulation' (P70). Educators further reported that 'students lost [opportunities] to learn about sharing, cooperation, compromise, etc ... ' (P63).</p> <p>While social distancing requirements were a key factor limiting social play, some of the difficulties with social interactions were attributed to masking requirements: 'It has been hard for students to learn non-verbal social cues as faces have been covered by masks' (P44). With masks impeding the development of social skills, teachers described the difficulties students had building relationships with one another: 'It has been very challenging socially because they can't read facial expressions, they have to rely on body language and eyes to see how someone is feeling and it's a very challenging way to build connections' (P5).</p> <hd id="AN0184444645-16">Challenges with COVID-19 mask protocols</hd> <p>Several challenges with masks were noted, particularly regarding expressing and reading others' emotions, with masks described as creating ' ... a barrier for communication and expression [of] our feelings' (P17). In addition to limitations in reading facial expressions, educators also shared that 'with masks it was hard to hear the children' (P45). Not only did educators have difficulty hearing what students were saying, but students also had a hard time hearing their teachers, and this had important implications for students' oral language development. Educators shared that they had 'difficulty modeling speech and sounds when teaching letters' (P79) and that masks 'did make phonics learning more difficult' (P97).</p> <p>The challenges inherent to teaching and learning during the pandemic transformed play-based kindergarten classrooms in Ontario. While these temporary changes were difficult for students, educators, and caregivers alike, many described supporting each other and looking forward to post-pandemic possibilities: 'we've done the best we can to rally as a community and keep our heads up' (Participant 53).</p> <hd id="AN0184444645-17">Implementing play in post-restriction classrooms</hd> <p>As restrictions lessened, some elements of learning began to resemble pre-pandemic kindergarten classroom experiences:</p> <p>Now we are approaching pre-pandemic levels of student interaction with each other and with toys/provocations. While the students are still sitting in desks, they are allowed to share and play with each other, so they do so on the floor, in and around the desks. (P65)</p> <p>A highlight shared by many educators was the return to more free play in their classrooms:</p> <p>Coming back in 2021, I feel free play was much more sustainable and able to happen because we didn't have to worry about washing toys and we were able to bring back carpets and different play surfaces .... We have been able to allow them to play more authentically, however we have had to put some limits to number of children in some areas due to spacing (i.e. dramatic play, building blocks, etc). (P3)</p> <p>While the return to more play in general, and more free play in particular, was welcomed by educators, implementing this play was met with challenges: 'It has taken more time for the JK [4-year-old] children to become independent and engage in purposeful play vs. experimental mucking about, staying in a play scenario long enough to result in deep learning' (P71). Educators also described a 'deficit of skills in current in person learners - problem solving, social skills, how to plan, [they] copy each other due to lack of imagination, [demonstrate] learned helplessness (lack of ability to dress, feed, toilet themselves = dependent on adults)' (P18). The challenges faced with implementing play paired with the communicated emphasis on closing learning gaps led to many educators feeling pressured to adapt their practice.</p> <hd id="AN0184444645-18">Students' compromised socioemotional development</hd> <p>One educator succinctly summarised students' social and emotional skill deficits: 'Social skills are lagging for most of this group. Our JK students were 2 when this started. Most have never been in social situations or group play. Regulating their emotions and feelings is sometimes a struggle' (P4). Challenges with self-regulation were echoed by other educators, who 'found the lack of consistent in-person learning for students has meant lower self-regulation and collaboration and problem-solving skills. A lot of energy has been spent on building emotional literacy' (P26). Educators shared that 'students are STRUGGLING ... there is little independence and very few have the skills necessary to play with others cooperatively' (P53).</p> <p>These social and emotional challenges have led to 'many behavioural issues due to students having fewer social interactions' (P84). Some educators attributed these challenges to the increased time spent in virtual learning: 'Because the students have spent so much time online, they lack the social and problem-solving skills for play' (P85). Educators shared that these challenges have necessitated a shift in the learning focus in kindergarten:</p> <p>A lot of time was spent this year helping students learn how to function in a larger social setting than they were [used] to. Less time has been spent on the math and literacy frame of learning than in a 'normal' year. <bold>(</bold>P40)</p> <p>This shift in learning priorities has also led to a shift in their pedagogical approach, with many educators describing the need to ensure that 'a lot more time [is] spent on open free play. Trying to help students learn how to work with others and regulate their body, feelings etc.' (P40). However, while some educators shifted their focus to teaching socioemotional skills, others felt compelled to prioritise practices that they believed would address the gap in academic skills.</p> <hd id="AN0184444645-19">Gaps in academic skills</hd> <p>With kindergarten serving as the introduction to school, educators often feel pressured to meet academic demands associated with overall school readiness (Pyle et al. [<reflink idref="bib35" id="ref66">35</reflink>]). After disruptions to regular education, educators raised concern over 'the difference in how ready (or rather not ready) this group of children were for school' (P61). While many associated these learning gaps with virtual learning, educators also discussed impacts that were seemingly by-products of pandemic mandates, such as mask-use compromising literacy instruction and closures limiting access to support programs: 'Many students did not get access to vital speech and language interventions, school readiness programs, etc. that they would have been able to access pre-pandemic' (P40). The loss of these programs was especially problematic given the gaps in foundational literacy development that educators observed in students: '[The] limited opportunities to develop oral language ... not seeing faces, not being able to hear or see lips has impacted oral language, speech, [and] letter sound knowledge' (P77). However, these gaps were not observed in all students equally: 'many students were unable to join us online and therefore are lagging in academic skills' (P87). Educators also shared that a lack of support at home contributed to the severity of students' academic skill deficits:</p> <p>There is a huge divide. There are some students who had support and did well and there are others who have regressed. They can't write their name or know their sounds going into grade 1. A strong intervention is necessary to fill the gap that will be horrific. <bold>(</bold>P41)</p> <p>The need to close these gaps was commonly acknowledged and was often coupled with a discussion of the corresponding increased academic demands: 'With the push of boards wanting to have students "catch up" academically it's been difficult to allow children to lead their own learning' (P72), resulting in fewer opportunities for children to engage in play-based activities and greater 'promotion of worksheets instead of open-ended play' (P7). The pressure to adapt practices in response to social and academic learning gaps appears to have had an enduring impact on post-pandemic kindergarten: 'The children that have experienced the pandemic will have much to work out and development delays to overcome in the next years' (P71). While one educator did stress the importance of 'always remembering that the concept of a learning gap or that children are behind is an adult-created concept' (P95), the substantial number of participants who shared their concerns surrounding learning gaps made it apparent that external pressures were felt by the majority: 'people are truly struggling with the uncertainties, pressures, and demands!!!' (P3).</p> <p>Play-based learning in Ontario kindergarten classrooms looked drastically different during the pandemic. Educators reported that restrictions on play materials, changes to their classroom setup, social distancing, and masking requirements led to changes in the types of play-based learning activities students could engage in and limited social interactions between students. These changes had repercussions for students' socioemotional and academic development, with educators noting gaps in students' skills in post-pandemic classrooms. These gaps have led some teachers to double down on the importance of play to children's learning and development, as they attributed these gaps, at least in part, to missed play opportunities. However, others reported the need to close those gaps quicky and efficiently using more teacher directed instruction, putting the implementation of play-based learning in jeopardy.</p> <hd id="AN0184444645-20">Discussion</hd> <p>COVID-19 restrictions and policies led to significant changes in learning environments during the pandemic. These changes were especially impactful in early years contexts, with educators expressing challenges adapting to the unique needs of young learners (Spadafora et al. [<reflink idref="bib40" id="ref67">40</reflink>]; Timmons et al. [<reflink idref="bib42" id="ref68">42</reflink>]; Visnjic-Jevtic et al. [<reflink idref="bib46" id="ref69">46</reflink>]). The pandemic context also changed what play looked like for children (Cowan et al. [<reflink idref="bib9" id="ref70">9</reflink>]; Kourti et al. [<reflink idref="bib21" id="ref71">21</reflink>]; McKinty and Hazleton [<reflink idref="bib26" id="ref72">26</reflink>]), and as such, greatly impacted play-based learning environments. In the current study, Ontario Kindergarten educators shared that the restrictions on play materials and social distancing requirements created limitations in the types of play in which students could engage. Specifically, educators lamented the limited opportunities for student choice, decreased social interactions, and, in some instances, an absence of play.</p> <p>After returning to more typical classroom environments, educators noticed significant gaps in their students' socioemotional and academic skills. Students are demonstrating self-regulation challenges and difficulties with collaboration and social problem-solving skills. In addition, educators reported that students were behind in skills such as writing their names, learning letter sounds, and reading. Emerging research supports these educators' assessments (e.g. Engzell, Frey, and Verhagen [<reflink idref="bib12" id="ref73">12</reflink>]; González et al. [<reflink idref="bib16" id="ref74">16</reflink>]). As teachers struggle to balance increased student needs in both socioemotional development and academic learning, our data indicated that teachers felt compelled to choose between play to support socioemotional development and direct instruction to address gaps in academic skills. However, this dichotomous stance is both problematic and inaccurate.</p> <p>Research addressing socioemotional development in young children has long espoused the benefits of free, child-directed play to support the development of cooperative skills (Andrews [<reflink idref="bib2" id="ref75">2</reflink>]), social interactive behaviours (Liu, Karp, and Davis [<reflink idref="bib24" id="ref76">24</reflink>]), and self-regulation (Fantuzzo, Sekino, and Cohen [<reflink idref="bib13" id="ref77">13</reflink>]). This research supports the long-held belief that free play is the ideal context for socioemotional development, and thus it is not surprising that teachers shared this as the optimal context for addressing children's delayed personal and social skills. However, as both our data and the extant research demonstrate (Engzell, Frey, and Verhagen [<reflink idref="bib12" id="ref78">12</reflink>]), these issues have been experienced differentially across children and these differences mean that a singular approach is unlikely to equitably address the gap as some children will require enhanced support. That is, simply providing more opportunities for free play, may not meet the needs of those students who are further behind. Emerging research has demonstrated the usefulness of teacher involved play for the development of socioemotional skills (e.g. Larsen et al. [<reflink idref="bib23" id="ref79">23</reflink>]; Pyle et al. [<reflink idref="bib33" id="ref80">33</reflink>]; Rojas et al. [<reflink idref="bib38" id="ref81">38</reflink>]), demonstrating the potential usefulness of facilitated play to support student learning of socioemotional skills in play-based contexts, particularly those students with emotional or behavioural concerns who require more support (McClelland et al. [<reflink idref="bib25" id="ref82">25</reflink>]).</p> <p>While some educators have focused their post-pandemic pedagogy on addressing delays in students' socioemotional skills, others have focused on students' academic gaps. This concern has resulted in some educators feeling compelled to shift their pedagogy away from child-centered approaches such as play-based learning, to more didactic, teacher-directed instruction. These shifts in pedagogical practice have the potential to make a lasting impact on students' learning above and beyond the educational challenges experienced during the height of the pandemic.</p> <p>While direct instruction is an essential component of effective teaching, it is only one of multiple pedagogical approaches. Importantly, previous research has demonstrated that direct instruction is not the most effective or developmentally appropriate approach for teaching academic skills to young children. Constructivist approaches such as discovery learning, which center the student as an active agent in their learning, have been evidenced to produce greater learning gains when compared to direct instruction, specifically when students' learning was scaffolded by more knowledgeable others (i.e. enhanced-discovery learning; Alfieri et al. [<reflink idref="bib1" id="ref83">1</reflink>]). While the meta-analyses conducted by Alfieri et al. ([<reflink idref="bib1" id="ref84">1</reflink>]) demonstrated greater effects of enhanced-discovery learning for adults when compared to children, other research shows positive effects of constructivist pedagogical approaches for the teaching and learning of children.</p> <p>Much research on pedagogical approaches with young learners highlights the essential role of play-based learning as a developmentally appropriate constructivist method of instruction (Pyle, DeLuca, and Danniels [<reflink idref="bib34" id="ref85">34</reflink>]; Zosh et al. [<reflink idref="bib49" id="ref86">49</reflink>]). Play-based learning approaches, and specifically those in which educators play an active role (e.g. teacher-directed or guided play), have been shown to be effective in teaching literacy and math skills, even more effective than direct instruction approaches (Cavanaugh et al. [<reflink idref="bib8" id="ref87">8</reflink>]; Fisher et al. [<reflink idref="bib15" id="ref88">15</reflink>]). More recent research has also emphasised teacher-facilitation of play for the development of early literacy skills such as text conventions, oral language, alphabetics, and writing (Pyle et al. [<reflink idref="bib37" id="ref89">37</reflink>]). As such, play-based approaches to teaching and learning, especially those with educator involvement, are effective methods for teaching a variety of skills, both developmental and academic.</p> <p>While play-based approaches such as guided play have a strong theoretical and empirical evidence base, in practice, educators have communicated challenges balancing direct instruction with play-based pedagogies (Pyle, Poliszczuk, and Danniels [<reflink idref="bib36" id="ref90">36</reflink>]). When the demands on academic performance are strong, play-based learning often takes a back seat (Bassok, Latham, and Rorem [<reflink idref="bib5" id="ref91">5</reflink>]). With reported gaps in students' socioemotional and academic skills post-pandemic, many educators may feel pressure to double down on direct instruction and abandon play-based learning, opting only to provide opportunities for free play to support socioemotional development. This limited approach to play will only serve to further exacerbate the perceived dichotomy between play and learning, and result in the perseveration of traditional, limited definitions of play-based learning.</p> <p>When restrictions and protocols made play materials less readily available, and students had fewer choices of what to play with, educators often gave up on play. Student choice and access to a variety of play materials are often associated with free play. When free play was harder to implement, educators resorted to more didactic approaches to instruction. This suggests that some educators equate play-based learning with free play and therefore overlook other effective play-based approaches such as teacher-directed and guided play (e.g. Cavanaugh et al. [<reflink idref="bib8" id="ref92">8</reflink>]; Fisher et al. [<reflink idref="bib15" id="ref93">15</reflink>]). As such, research, educator training, and administrative policies concerning the implementation of play-based learning across a continuum are as essential as ever. The needs of children emerging from the pandemic are varied and abundant and are thus best served by a balanced approach that integrates different types of play-based learning (i.e. free play, guided play, teacher-directed play) alongside opportunities for direct instruction (Pyle and Danniels [<reflink idref="bib32" id="ref94">32</reflink>]; Zosh et al. [<reflink idref="bib50" id="ref95">50</reflink>]). Researchers, educators, and school administrators need to resist the temptation of the ever-swinging pendulum between direct instruction and play and find a meeting place in the middle. By maintaining a balance between multiple pedagogical approaches, we can provide all students with a diversity of rich opportunities for development and learning in post-pandemic classrooms.</p> <hd id="AN0184444645-21">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0184444645-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref83" type="bt">1</bibl> <bibtext> Alfieri, L., P. J. Brooks, N. J. Aldrich, and H. R. Tenenbaum. 2011. " Does Discovery-Based Instruction Enhance Learning? " Journal of Educational Psychology 103 (1): 1 – 18. https://doi.org/10.1037/a0021017.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref75" type="bt">2</bibl> <bibtext> Andrews, N. 2015. " Building Curriculum During Block Play." Dimensions of Early Childhood 43 (1): 11 – 15.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref5" type="bt">3</bibl> <bibtext> Ashiabi, G. S. 2007. " Play in the Preschool Classroom: Its Socioemotional Significance and the Teacher's Role in Play." Early Childhood Education Journal 35 (2): 199 – 207. https://doi.org/10.1007/s10643-007-0165-8.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref29" type="bt">4</bibl> <bibtext> Barnett, L. A. 1990. " Playfulness: Definition, Design, and Measurement." Play & Culture 3 (4): 319 – 336.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref91" type="bt">5</bibl> <bibtext> Bassok, D., S. Latham, and A. Rorem. 2016. " Is Kindergarten the new First Grade? " AERA Open 2 (1). https://doi.org/10.1177/2332858415616358.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref64" type="bt">6</bibl> <bibtext> Braun, V., and V. Clarke. 2006. " Using Thematic Analysis in Psychology." Qualitative Research in Psychology 3 (2): 77 – 101. https://doi.org/10.1191/1478088706qp063oa.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref36" type="bt">7</bibl> <bibtext> Cannon, M., J. Potter, Y. Olusoga, and K. Cowan. 2024. " Lessons from the Play Observatory: Re-Imagining Learning Through Film-Making and Transludic Practices in Children's Pandemic Play." Education 3-13 52 (1): 61 – 77. https://doi.org/10.1080/03004279.2023.2186970.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref87" type="bt">8</bibl> <bibtext> Cavanaugh, D. M., K. J. Clemence, M. M. Teale, A. C. Rule, and S. E. Montgomery. 2017. " Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved Through Literacy-Rich Guided Play." Early Childhood Education Journal 45 (6): 831 – 843. https://doi.org/10.1007/s10643-016-0832-8.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref27" type="bt">9</bibl> <bibtext> Cowan, K., J. Potter, Y. Olusoga, C. Bannister, J. C. Bishop, M. Cannon, and V. Signorelli. 2021. " Children's Digital Play During the COVID-19 Pandemic: Insights from the Play Observatory." Journal of E-Learning and Knowledge Society 17 (3): 8 – 17. https://doi.org/10.20368/1971-8829/1135590.</bibtext> </blist> <blist> <bibtext> Davies, C., A. Hendry, S. P. Gibson, T. Gliga, M. McGillion, and N. Gonzalez-Gomez. 2021. " Early Childhood Education and Care (ECEC) During COVID-19 Boosts Growth in Language and Executive Function." Infant and Child Development 30 (4). https://doi.org/10.1002/icd.2241.</bibtext> </blist> <blist> <bibtext> Duncan, G. J., C. J. Dowsett, A. Claessens, K. Magnuson, A. C. Huston, P. Klebanov, L. S. Pagani, et al. 2007. " School Readiness and Later Achievement." Developmental Psychology 43 (6): 1428 – 1446. https://doi.org/10.1037/0012-1649.43.6.1428.</bibtext> </blist> <blist> <bibtext> Engzell, P., A. Frey, and M. D. Verhagen. 2021. " Learning Loss due to School Closures During the COVID-19 Pandemic." Proceedings of the National Academy of Sciences 118 (17): 1 – 7. https://doi.org/10.1073/pnas.2022376118.</bibtext> </blist> <blist> <bibtext> Fantuzzo, J., Y. Sekino, and H. L. Cohen. 2004. " An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children." Psychology in the Schools 41 (3): 323 – 336. https://doi.org/10.1002/pits.10162.</bibtext> </blist> <blist> <bibtext> Fesseha, E., and A. Pyle. 2016. " Conceptualising Play-Based Learning from Kindergarten Teachers' Perspectives." International Journal of Early Years Education 24 (3): 361 – 377. https://doi.org/10.1080/09669760.2016.1174105.</bibtext> </blist> <blist> <bibtext> Fisher, K. R., K. Hirsh-Pasek, N. Newcombe, and R. M. Golinkoff. 2013. " Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Though Guided Play." Child Development 84 (6): 1872 – 1878. https://doi.org/10.1111/cdev.12091.</bibtext> </blist> <blist> <bibtext> González, M., T. Loose, M. Liz, M. Pérez, J. I. Rodríguez-Vinçon, C. Tomás-Llerena, and A. Vásquez-Echeverría. 2022. " School Readiness Losses During the COVID-19 Outbreak. A Comparison of Two Cohorts of Young Children." Child Development 93 (4): 910 – 924. https://doi.org/10.1111/cdev.13738.</bibtext> </blist> <blist> <bibtext> Hsieh, H.-F., and S. E. Shannon. 2005. " Three Approaches to Qualitative Content Analysis." Qualitative Health Research 15 (9): 1277 – 1288. https://doi.org/10.1177/1049732305276687.</bibtext> </blist> <blist> <bibtext> Jenkins, E. K., C. McAuliffe, S. Hirani, C. Richardson, K. C. Thomson, L. McGuinness, J. Morris, A. Kousoulis, and A. Gadermann. 2021. " A Portrait of the Early and Differential Mental Health Impacts of the COVID-19 Pandemic in Canada: Findings from the First Wave of a Nationally Representative Cross-Sectional Survey." Preventive Medicine 145 : 1 – 12. https://doi.org/10.1016/j.ypmed.2020.106333.</bibtext> </blist> <blist> <bibtext> Jensen, H., A. Pyle, B. Alaca, and E. Fesseha. 2021. " Playing with a Goal in Mind: Exploring the Enactment of Guided Play in Canadian and South African Early Years Classrooms." Early Years 41 (5): 491 – 505. https://doi.org/10.1080/09575146.2019.1619670.</bibtext> </blist> <blist> <bibtext> Klosky, J. V., J. A. Gazmararian, O. Casimir, and S. C. Blake. 2022. " Effects of Remote Education During the Covid -19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators." Journal of School Health 92 (7): 656 – 664. https://doi.org/10.1111/josh.13185.</bibtext> </blist> <blist> <bibtext> Kourti, A., A. Stavridou, E. Panagouli, T. Psaltopoulou, M. Tsolia, T. N. Sergentanis, and A. Tsitsika. 2021. " Play Behaviors in Children During the COVID-19 Pandemic: A Review of the Literature." Children 8 (8): 706. https://doi.org/10.3390/children8080706.</bibtext> </blist> <blist> <bibtext> Kuhfeld, M., J. Soland, B. Tarasawa, A. Johnson, E. Ruzek, and J. Liu. 2020. " Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement." Educational Researcher 49 (8): 549 – 565. https://doi.org/10.3102/0013189X20965918.</bibtext> </blist> <blist> <bibtext> Larsen, N., A. Pyle, E. Danniels, M. Marzouca, and R. Nazeem. 2023. " Kindergarten Teachers' Facilitation of Social and Emotional Learning in Classroom Play Contexts." Education Inquiry, 1 – 22. https://doi.org/10.1080/20004508.2023.2192900.</bibtext> </blist> <blist> <bibtext> Liu, M. H., G. G. Karp, and D. Davis. 2010. " Teaching Learning-Related Social Skills in Kindergarten Physical Education." The Journal of Physical Education, Recreation & Dance 81 (6): 38 – 44.</bibtext> </blist> <blist> <bibtext> McClelland, M. M., C. E. Cameron, C. M. Connor, C. L. Farris, A. M. Jewkes, and F. J. Morrison. 2007. " Child Development." Developmental Psychology 43 (4): 947 – 959. https://doi.org/10.1037/0012-1649.43.4.947.</bibtext> </blist> <blist> <bibtext> McKinty, J., and R. Hazleton. 2022. " The Pandemic Play Project – Documenting Kids' Culture During COVID-19." International Journal of Play 11 (1): 12 – 33. https://doi.org/10.1080/21594937.2022.2042940.</bibtext> </blist> <blist> <bibtext> Nicola, M., Z. Alsafi, C. Sohrabi, A. Kerwan, A. Al-Jabir, C. Iosifidis, M. Agha, and R. Agha. 2020. " The Socio-Economic Implications of the Coronavirus Pandemic (COVID-19): A Review." International Journal of Surgery 78 : 185 – 193. https://doi.org/10.1016/j.ijsu.2020.04.018.</bibtext> </blist> <blist> <bibtext> Ontario Ministry of Education. 2016. The Kindergarten Program.</bibtext> </blist> <blist> <bibtext> Ontario Ministry of Education. 2020. Guide to Reopening Ontario's Schools.</bibtext> </blist> <blist> <bibtext> Ontario Ministry of Education. 2021. COVID-19: Health, Safety and Operational Guidance for Schools (2021–2022).</bibtext> </blist> <blist> <bibtext> Patton, M. Q. 2015. Qualitative Research & Evaluation Methods: Integrating Theory and Practice, 4th ed. Thousand Oaks, CA : Sage Publications, Inc.</bibtext> </blist> <blist> <bibtext> Pyle, A., and E. Danniels. 2017. " A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play." Early Education and Development 28 (3): 274 – 289. https://doi.org/10.1080/10409289.2016.1220771.</bibtext> </blist> <blist> <bibtext> Pyle, A., E. Danniels, N. E. Larsen, and R. Martinussen. 2022. " Supporting Children's Self-Regulation Development in Play-Based Kindergarten Classrooms." International Journal of Educational Research 116. https://doi.org/10.1016/j.ijer.2022.102059.</bibtext> </blist> <blist> <bibtext> Pyle, A., C. DeLuca, and E. Danniels. 2017. " A Scoping Review of Research on Play-Based Pedagogies in Kindergarten Education." Review of Education 5 (3): 311 – 351. https://doi.org/10.1002/rev3.3097.</bibtext> </blist> <blist> <bibtext> Pyle, A., C. DeLuca, E. Danniels, and H. Wickstrom. 2020. " A Model for Assessment in Play-Based Kindergarten Education." American Educational Research Journal 57 (6): 2251 – 2292. https://doi.org/10.3102/0002831220908800.</bibtext> </blist> <blist> <bibtext> Pyle, A., D. Poliszczuk, and E. Danniels. 2018. " The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation." Journal of Research in Childhood Education 32 (2): 219 – 233. https://doi.org/10.1080/02568543.2017.1416006.</bibtext> </blist> <blist> <bibtext> Pyle, A., H. Wickstrom, O. Gross, and E. Kraszewski. 2024. " Supporting Children's Literacy Development Through Teacher-Facilitated Play." Journal of Early Childhood Research. https://doi.org/10.1177/1476718X231221363.</bibtext> </blist> <blist> <bibtext> Rojas, N. M., S. Mattera, P. Morris, and C. Raver. 2022. " Measuring Preschool Teachers' Social- Emotional Practices: A Comparison of Two Measures." Early Education and Development 33 (2): 326 – 349. https://doi.org/10.1080/10409289.2020.1864838.</bibtext> </blist> <blist> <bibtext> Sabetkish, N., and A. Rahmani. 2021. " The Overall Impact of COVID-19 on Healthcare During the Pandemic: A Multidisciplinary Point of View." Health Science Reports 4 (4). https://doi.org/10.1002/hsr2.386.</bibtext> </blist> <blist> <bibtext> Spadafora, N., C. Reid-Westoby, M. Pottruff, and M. Janus. 2022. " Family Responsibilities and Mental Health of Kindergarten Educators During the First COVID-19 Pandemic Lockdown in Ontario, Canada." Teaching and Teacher Education 115. https://doi.org/10.1016/j.tate.2022.103735.</bibtext> </blist> <blist> <bibtext> Spiteri, J. 2021. " Quality Early Childhood Education for All and the Covid-19 Crisis: A Viewpoint." Prospects 51 (1–3): 143 – 148. https://doi.org/10.1007/s11125-020-09528-4.</bibtext> </blist> <blist> <bibtext> Timmons, K., A. Cooper, E. Bozek, and H. Braund. 2021. " The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2." Early Childhood Education Journal 49 (5): 887 – 901. https://doi.org/10.1007/s10643-021-01207-z.</bibtext> </blist> <blist> <bibtext> Toronto District School Board. 2020. TDSB mask guidelines. Toronto District School Board. https://<ulink href="http://www.tdsb.on.ca/Portals/0/docs/TDSBMaskGuidelinesUpdatedSeptember24.pdf">www.tdsb.on.ca/Portals/0/docs/TDSBMaskGuidelinesUpdatedSeptember24.pdf</ulink>.</bibtext> </blist> <blist> <bibtext> Toub, T. S., V. Rajan, R. M. Golinkoff, and K. Hirsh-Pasek. 2016. " Guided Play: A Solution to the Play Versus Learning Dichotomy." In Evolutionary Perspectives on Child Development and Education, edited by D. C. Geary and D. B. Berch, 117 – 141. Springer International Publishing. https://doi.org/10.1007/978-3-319-29986-0_5</bibtext> </blist> <blist> <bibtext> United Nations Children's Fund. 2021. COVID-19 and School Closures.</bibtext> </blist> <blist> <bibtext> Visnjic-Jevtic, A., A. Varga Nagy, G. Ozturk, İT Şahin-Sak, J. Paz-Albo, M. Toran, and N. Sánchez-Pérez. 2021. " Policies and Practices of Early Childhood Education and Care During the COVID-19 Pandemic: Perspectives from Five Countries." Journal of Childhood, Education & Society 2 (2): 200 – 216. https://doi.org/10.37291/2717638X.202122114.</bibtext> </blist> <blist> <bibtext> Vygotsky, L. S. 1967. " Play and its Role in the Mental Development of the Child." Soviet Psychology 5 (3): 6 – 18. https://doi.org/10.2753/RPO1061-040505036.</bibtext> </blist> <blist> <bibtext> Weisberg, D. S., K. Hirsh-Pasek, and R. M. Golinkoff. 2013. " Guided Play: Where Curricular Goals Meet a Playful Pedagogy." Mind, Brain, and Education 7 (2): 104 – 112. https://doi.org/10.1111/mbe.12015.</bibtext> </blist> <blist> <bibtext> Zosh, J. M., C. Gaudreau, R. M. Golinkoff, and K. H. Hirsh-Pasek. 2022. " The Power of Playful Learning in the Early Childhood Setting." Young Children 77 (2). https://<ulink href="http://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning">www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning</ulink></bibtext> </blist> <blist> <bibtext> Zosh, J. M., K. Hirsh-Pasek, E. J. Hopkins, H. Jensen, C. Liu, D. Neale, S. L. Solis, and D. Whitebread. 2018. " Accessing the Inaccessible: Redefining Play as a Spectrum." Frontiers in Psychology 9, https://doi.org/10.3389/fpsyg.2018.01124.</bibtext> </blist> </ref> <aug> <p>By Angela Pyle; Ruxandra Filip; Allison McCann; Nicole Larsen and Emily Cowan</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib18" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib39" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib45" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib34" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib22" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib12" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib41" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib16" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib20" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib46" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib42" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib26" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib40" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib21" firstref="ref30"></nolink> <nolink nlid="nl18" bibid="bib47" firstref="ref31"></nolink> <nolink nlid="nl19" bibid="bib32" firstref="ref44"></nolink> <nolink nlid="nl20" bibid="bib50" firstref="ref45"></nolink> <nolink nlid="nl21" bibid="bib19" firstref="ref48"></nolink> <nolink nlid="nl22" bibid="bib44" firstref="ref49"></nolink> <nolink nlid="nl23" bibid="bib48" firstref="ref50"></nolink> <nolink nlid="nl24" bibid="bib14" firstref="ref51"></nolink> <nolink nlid="nl25" bibid="bib28" firstref="ref53"></nolink> <nolink nlid="nl26" bibid="bib29" firstref="ref54"></nolink> <nolink nlid="nl27" bibid="bib43" firstref="ref59"></nolink> <nolink nlid="nl28" bibid="bib30" firstref="ref61"></nolink> <nolink nlid="nl29" bibid="bib17" firstref="ref62"></nolink> <nolink nlid="nl30" bibid="bib31" firstref="ref63"></nolink> <nolink nlid="nl31" bibid="bib49" firstref="ref65"></nolink> <nolink nlid="nl32" bibid="bib35" firstref="ref66"></nolink> <nolink nlid="nl33" bibid="bib24" firstref="ref76"></nolink> <nolink nlid="nl34" bibid="bib13" firstref="ref77"></nolink> <nolink nlid="nl35" bibid="bib23" firstref="ref79"></nolink> <nolink nlid="nl36" bibid="bib33" firstref="ref80"></nolink> <nolink nlid="nl37" bibid="bib38" firstref="ref81"></nolink> <nolink nlid="nl38" bibid="bib25" firstref="ref82"></nolink> <nolink nlid="nl39" bibid="bib15" firstref="ref88"></nolink> <nolink nlid="nl40" bibid="bib37" firstref="ref89"></nolink> <nolink nlid="nl41" bibid="bib36" firstref="ref90"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1467435
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Playing through the Pandemic and Beyond: Exploring the Ongoing Impact of COVID-19 on Play-Based Learning in Kindergarten Classrooms
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Angela+Pyle%22">Angela Pyle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9112-4687">0000-0002-9112-4687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ruxandra+Filip%22">Ruxandra Filip</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+McCann%22">Allison McCann</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Larsen%22">Nicole Larsen</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Cowan%22">Emily Cowan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Early+Years+Education%22"><i>International Journal of Early Years Education</i></searchLink>. 2025 33(1):219-235.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Space+Utilization%22">Space Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Hygiene%22">Hygiene</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/09669760.2024.2367505
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0966-9760<br />1469-8463
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1467435
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1467435
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09669760.2024.2367505
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 219
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Space Utilization
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Hygiene
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Playing through the Pandemic and Beyond: Exploring the Ongoing Impact of COVID-19 on Play-Based Learning in Kindergarten Classrooms
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Angela Pyle
      – PersonEntity:
          Name:
            NameFull: Ruxandra Filip
      – PersonEntity:
          Name:
            NameFull: Allison McCann
      – PersonEntity:
          Name:
            NameFull: Nicole Larsen
      – PersonEntity:
          Name:
            NameFull: Emily Cowan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0966-9760
            – Type: issn-electronic
              Value: 1469-8463
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Early Years Education
              Type: main
ResultId 1