This study explored similarities and differences in how early childhood education (ECE) teachers (n = 947) and early childhood special education (ECSE) teachers (n = 160) provided remote learning to young children and their families following COVID-19 shelter in place orders in the spring of 2020. The most utilized remote learning activities for both ECE and ECSE teachers were the provision of activities for families to use at home, communication with families, online lessons, and singing songs and reading books. Both types of professionals spent more time planning and communicating with families than providing instruction to children. Results of chi-square tests of independence revealed differences in activities provided, how time was spent, and training received by professional role. Open-ended responses revealed particular challenges for ECE and ECSE teachers. Findings are discussed in the context of how the early childhood field adapted quickly to remote learning during COVID-19 and the implications for ongoing technology support for early childhood personnel based on their professional role.

本研究探讨了幼儿教育 (ECE) 教师 ( n  = 947) 和幼儿特殊教育 (ECSE) 教师 ( n = 160) 在 2020 年春季 COVID-19 庇护所命令之后，为幼儿及其家人提供远程学习。ECE 和 ECSE 教师最常用的远程学习活动是为家庭提供在家中使用的活动，与家人交流、在线课程、唱歌和看书。两种类型的专业人员都花更多的时间与家人进行计划和沟通，而不是为孩子提供指导。独立性卡方检验的结果揭示了所提供的活动、如何花费时间以及专业角色接受的培训方面的差异。开放式回答揭示了 ECE 和 ECSE 教师面临的特殊挑战。