Alternative Methods of Instruction: A Phenomenological Study Exploring Early Childhood Educators' Experiences With Distant Learning

• In Event: Home, School, and Workforce Issues During COVID-19

Abstract

The purpose of this phenomenological study was to explore the experiences of early childhood educators’ implementation of alternate methods of instruction (AMI) with young children during the coronavirus pandemic. The central question guiding the inquiry was “what were the experiences of educators implementing distance learning with young children?” Nine participants shared their experiences through instructional plans, reflections, focus groups, and interviews. Experiences were clustered into a composite description that included themes of challenges and insights and benefits. The resulting challenges included immediacy and lack of preparation and concern for pupil well-being. Insights and benefits included deficit perspectives realized and increased family engagement.

Author

• Deanna Kay Rice, University of Central Arkansas