This study utilized a nationally distributed survey to explore early childhood teachers’ experience of providing remote learning to young children and their families during the early months of the U.S. response to the COVID-19 pandemic. A convergent parallel mixed-methods design was used to analyze 805 participants’ responses to closed and open-ended survey questions. Results indicated that teachers provided various remote learning activities and spent more time planning instruction and communicating with families than providing instruction directly to children. Early childhood teachers reported several positive aspects of remote learning and various challenges during the initial months of the pandemic. Study findings are discussed in the context of policy and practical implications for supporting early childhood teachers to deliver high-quality and developmentally appropriate remote learning for all young children and their families.

本研究利用一项全国分布的调查来探索幼儿教师在美国应对 COVID-19 大流行的最初几个月中为幼儿及其家庭提供远程学习的经验。收敛平行混合方法设计用于分析 805 名参与者对封闭式和开放式调查问题的回答。结果表明，与直接向儿童提供指导相比，教师提供了各种远程学习活动，并且花更多的时间来计划指导和与家人沟通。在大流行的最初几个月里，幼儿教师报告了远程学习的几个积极方面和各种挑战。