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<p>Disruptions to children’s learning and daily lives pose significant challenges, particularly exacerbated by education in emergencies, such as health crises and family hardships. Instead of placing heavy emphasis on managerial accountability, current scholarship advocates kindergarten teachers’ capacity to articulate and enact agentic practices as they support young children and their families during challenging times. This study explores the concept of professional accountability in early childhood education through interviews with 16 kindergarten teachers in Hong Kong. Analysis of the interview data identifies agentic practices of <i>check</i>, <i>call</i>, and <i>care-</i> point out the importance of ensuring wellness through regular check-ins, bridging communication gaps with parents, and attending to children’s well-being in their home environment, respectively. The findings highlight the role of professional accountability in enabling teachers to take ownership of actualising their ethical responsibilities and providing proactive support and care to children and their families. The significance of this study is to illustrate the integration of critical reflection into teachers’ work, encouraging them to reclaim their agency in those dilemmas and engage in discussions to develop targeted strategies within and beyond the classroom.</p>

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Navigating the Challenges of Education in Emergencies: Addressing Professional Accountability in Responding to the Needs of Young Children and their Parents

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月18日

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  • Chrysa Keung

摘要

Disruptions to children’s learning and daily lives pose significant challenges, particularly exacerbated by education in emergencies, such as health crises and family hardships. Instead of placing heavy emphasis on managerial accountability, current scholarship advocates kindergarten teachers’ capacity to articulate and enact agentic practices as they support young children and their families during challenging times. This study explores the concept of professional accountability in early childhood education through interviews with 16 kindergarten teachers in Hong Kong. Analysis of the interview data identifies agentic practices of check, call, and care- point out the importance of ensuring wellness through regular check-ins, bridging communication gaps with parents, and attending to children’s well-being in their home environment, respectively. The findings highlight the role of professional accountability in enabling teachers to take ownership of actualising their ethical responsibilities and providing proactive support and care to children and their families. The significance of this study is to illustrate the integration of critical reflection into teachers’ work, encouraging them to reclaim their agency in those dilemmas and engage in discussions to develop targeted strategies within and beyond the classroom.