A Phenomenological Analysis of the Lived Experience of Early Childhood Educators During the First Year of the COVID-19 Pandemic

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Teacher Strategy and Practice in the Context of COVID-19 (Table 16)

Abstract

"Abstract
This pilot study is a phenomenological investigation of the lived experience of early childhood educators during the first year of the COVID-19 pandemic. The research presents through participant profiles and thematic analysis the perspectives and experiences of early childhood educators during the COVID-19 pandemic related school shutdowns starting in March 2020 through the 2020-2021 school year. Data from five participants was analyzed using open coding and thematic analysis. Six key themes emerged in addressing the research question indicating early childhood educators experienced positive emotions; negative emotions; mixed emotions when interacting with administration and parents or caregivers; determination to ""figure it out"" and ""make it work;"" the impact of the COVID-19 pandemic on students' social-emotional development; and the divisive relationship among teachers, administration, school boards, and the community. Findings from this pilot study offer a deep look into the emotional labor of early childhood teachers in times of crisis. This study continues to highlight the resiliency, adaptability, and dedication of early childhood educators. The data shows that early childhood educators were determined to ""figure it out"" and ""make it work"" by adapting an early childhood curriculum to a virtual format. Participants agreed in-person instruction is the most effective learning model for young children.
Keywords: COVID-19, pandemic, early childhood, early childhood educators, emotional labor, remote learning."

Author

• Megan C. Sharkey, George Mason University
  Presenting Author