This article describes the development and administration of a survey to identify early childhood educators’ successes and barriers when delivering remote instruction (e.g., online whole or small group instruction) during the COVID-19 pandemic to children 2–5 years old. The survey was developed using procedures outlined by the commonly accepted stages of an instrument development process. Content validity was established using four approaches: (a) identification of the purpose of the survey, (b) creation of a blueprint of items, (c) cognitive interviews, and (d) expert panel review. A total of 1,053 early childhood educators began the survey, with 808 (77%) of the responses included because educators met the inclusion criteria of working in the United States and responding to at least one question related to remote instruction. The survey contained 37 closed-ended and six open-ended items covering eight domains: (a) demographic information; (b) preparation, guidelines, and materials for remote learning; (c) caregiver communication and engagement; (d) assessment; (e) instruction; (f) educators’ levels of confidence before and after remote learning; (g) access to services (i.e., wraparound and/or special education); and (h) planning for the return to face-to-face instruction. Both quantitative (descriptive, t-test, regression, ANOVA, and Chi-square tests) and consensual qualitative research analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance from administrators, educators successfully adapted to remote instruction and their levels of confidence increased over time. Ongoing improvements need to be made to sustain regular communication with all families, to offer access to technology (i.e., devices and internet), to administer assessments or universal screeners, and to provide cohesive guidelines and expectations. Results from this study begin to shed light on early childhood educators’ adaptation to remote instruction as a result of COVID-19.

本文介绍了一项调查的制定和管理，以确定幼儿教育工作者在 COVID-19 大流行期间向 2-5 岁儿童提供远程教学（例如，在线整体或小组教学）时的成功和障碍。该调查是使用仪器开发过程中普遍接受的阶段概述的程序开发的。使用四种方法建立内容有效性：（a）确定调查目的，（b）创建项目蓝图，（c）认知访谈，以及（d）专家小组审查。共有 1,053 名幼儿教育工作者开始了这项调查，其中 808 人（77%）的回答被纳入，因为教育工作者符合在美国工作的纳入标准并回答了至少一个与远程教学相关的问题。该调查包含 37 个封闭式项目和 6 个开放式项目，涵盖八个领域：(a) 人口信息；(b) 远程学习的准备、指南和材料；(c) 照顾者的沟通和参与；(d) 评估；(e) 指导；(f) 教育工作者在远程学习前后的信心水平；(g) 获得服务（即综合教育和/或特殊教育）；(h) 计划恢复面对面教学。定量（描述性、t 检验、回归、方差分析和卡方检验）和一致的定性研究分析都用于总结调查结果。该调查的结果表明，即使管理人员的指导有限或没有指导，教育工作者也成功地适应了远程教学，并且他们的信心水平随着时间的推移而提高。需要进行持续改进，以维持与所有家庭的定期沟通，提供技术（即设备和互联网）访问，管理评估或通用筛查，并提供有凝聚力的指导方针和期望。这项研究的结果开始揭示幼儿教育工作者因 COVID-19 对远程教学的适应。