Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is urgently needed to mitigate the effects of COVID-19 on teaching and learning, particularly in the foundational early primary years. This research directly responds to this concern by examining the unique challenges associated with remote teaching and learning in early primary contexts. Given that learning in kindergarten and early primary grades is largely play- and inquiry- based, there is a particular need to investigate the impacts of this move for teachers, parents, and children in K-2. As such, the purpose of this research is twofold: (1) to capture the unique challenges and unanticipated successes associated with remote teaching and learning, and (2) to utilize findings to provide recommendations for remote learning as well as strategies for supporting in-person learning in the COVID-19 era (and post COVID-19 era). Data collection included 45-min semi-structured interviews with K-2 teachers (n = 25) and parents (n =11). All participants were from Ontario Canada. Data were collected from April-June 2020. The sample size was chosen to ensure saturation while uncovering a variety of perspectives. Data were analyzed in NVivo using an emergent thematic approach (Patton, 2016). The emergent thematic approach to analysis revealed five themes: equity considerations, synchronous versus asynchronous teaching and learning, social and emotional effects on students, academic impacts, and effects on parents/families.

由于 COVID-19 大流行，北美各地的学校于 2020 年 3 月关闭了面对面学习。从那时起，越来越清楚的是，在 2020/2021 学年需要延长身体距离，并可能在未来恢复. 作为回应，教育部将教学和学习转移到了网上。迫切需要研究来减轻 COVID-19 对教学和学习的影响，特别是在基础小学早期。这项研究通过检查与早期小学环境中的远程教学相关的独特挑战，直接回应了这一担忧。鉴于幼儿园和小学早期的学习主要是基于游戏和探究的，因此特别需要调查这一举措对 K-2 教师、家长和儿童的影响。像这样，本研究的目的有两个：（1）捕捉与远程教学相关的独特挑战和意想不到的成功，（2）利用研究结果为远程学习提供建议以及支持面对面学习的策略COVID-19 时代（和 COVID-19 后时代）。数据收集包括对 K-2 教师的 45 分钟半结构化访谈（n  = 25）和父母（n  = 11）。所有参与者都来自加拿大安大略省。数据收集于 2020 年 4 月至 6 月。样本量的选择是为了确保饱和度，同时揭示各种观点。使用紧急主题方法在 NVivo 中分析数据（Patton，2016）。新兴的主题分析方法揭示了五个主题：公平考虑、同步与异步教学与学习、对学生的社会和情感影响、学术影响以及对父母/家庭的影响。