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<p>The COVID-19 pandemic profoundly disrupted early learning and childcare (ELC) worldwide, exacerbating existing inequalities and challenging traditional pedagogical approaches. These disruptions significantly affected children’s learning, wellbeing, safety, and access to essential services. While the adverse impacts of the COVID-19 pandemic on children have been extensively documented, limited research has explored how policy-driven changes in ELC practices shaped the functions of ELC. This qualitative study explored how policy measures in Scotland were negotiated by practitioners and the implications of these processes for functioning of ELC settings during the COVID-19 pandemic. Drawing on the perspectives of 38 adult participants through semi-structured interviews, the study also included a critical analysis of key Scottish Government guidance. The findings showed that policy-imposed measures regulated and structured ELC practices through ongoing processes of negotiation and adaptations, as practitioners responded to evolving needs throughout the pandemic. Two key, interrelated, yet at times conflicting, functions of ELC were highlighted: supporting a “schoolified” form of learning and providing support for children’s wellbeing and families. While these functions have long existed within the ELC field, the COVID-19 pandemic significantly intensified their scope and complexity. This research highlighted the key role of ELC settings during times of uncertainty for children, families, broader society, emphasising the need for critical reflection on established practices and effective collaboration with practitioners in policy development.</p>

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Crisis, Policy, and Practice: Early Learning and Childcare in Scotland during the COVID-19 Pandemic

  • 期刊论文

  • 发表日期：

    2025年10月28日

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  • Gizem Silistire

摘要

The COVID-19 pandemic profoundly disrupted early learning and childcare (ELC) worldwide, exacerbating existing inequalities and challenging traditional pedagogical approaches. These disruptions significantly affected children’s learning, wellbeing, safety, and access to essential services. While the adverse impacts of the COVID-19 pandemic on children have been extensively documented, limited research has explored how policy-driven changes in ELC practices shaped the functions of ELC. This qualitative study explored how policy measures in Scotland were negotiated by practitioners and the implications of these processes for functioning of ELC settings during the COVID-19 pandemic. Drawing on the perspectives of 38 adult participants through semi-structured interviews, the study also included a critical analysis of key Scottish Government guidance. The findings showed that policy-imposed measures regulated and structured ELC practices through ongoing processes of negotiation and adaptations, as practitioners responded to evolving needs throughout the pandemic. Two key, interrelated, yet at times conflicting, functions of ELC were highlighted: supporting a “schoolified” form of learning and providing support for children’s wellbeing and families. While these functions have long existed within the ELC field, the COVID-19 pandemic significantly intensified their scope and complexity. This research highlighted the key role of ELC settings during times of uncertainty for children, families, broader society, emphasising the need for critical reflection on established practices and effective collaboration with practitioners in policy development.