Will Programs Be Prepared to Teach Young Children At-Risk Post-pandemic? A Scoping Review of Early Childhood Education Experiences

Abstract

Given that quality early school experiences are predictive of later school success, fostering efficacious early education and kindergarten adjustment is an educational priority. Yet pre-COVID-19 research demonstrates that children who are at risk for academic difficulties experience barriers in school that require additional support during their early education. The COVID-19 global crisis has erected additional, unpredictable barriers that may be detrimental to early school experiences and, in many cases, has resulted in the elimination of early schooling opportunities altogether. While inimical to most children, eliminating early education opportunities for students with multiple risk factors (e.g., geographic isolation, developmental delays, and low socioeconomic status) sets conditions for an even higher risk of academic failure. This scoping review synthesizes current research on teacher, parent, and child experiences during pandemic-related school closures and recommendations for school adaptations and family support around early education and transition to kindergarten in the shadow of COVID-19. A scoping review of the literature was conducted, drawing upon four databases (ERIC, MEDLINE, APA PsycNet, and Science Direct). Searches included quantitative and qualitative studies published from January 2020 until the end of July 2021, examining inquiry into early education experiences and kindergarten transition during the COVID-19 pandemic for young children at-risk for academic difficulties. A total of 13 articles were included in the review. Results inform school transition, early childhood education practice, and means to support families with young children at-risk for academic difficulties as the pandemic continues and potential future crises arise.