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New article: The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum




New article: The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, 

Sweden and the United States: OMEP Policy Forum.

 

(available only in english)

 

 

 

We invite you to read the article “The Coronavirus Pandemic and Lessons Learned in Preschools in Norway, Sweden and the United States: OMEP Policy Forum” written by Ingrid Pramling Samuelsson, Judith T. Wagner & Elin Eriksen Ødegaard, published on June 17th of 2020, at the International Journal of Early Childhood Education (IJEC) with open access.

 

 

 

About the authors:

 

Ingrid Pramling Samuelsson, is a professor at the Department of education, communication and learning of Gothenburg University in Sweden, was the World President of OMEP and is currently part of the coordination group of the ESD World Project. Judith T. Wagner, is a representative of OMEP at the UN system in New York and member of the US committee; and Elin Eriksen Ødegaard, is the current World Treasurer of OMEP and member of the Norway committee. 

 

 

 

Abstract

 

The novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020. This article reports on the recent consequences of the pandemic for early childhood education in Sweden, Norway, and the United States. The authors illustrate the effects of the pandemic on preschools in their countries, against a backdrop of frequent changes in infection and mortality rates, epidemiological understandings, government strategies, and mitigation strategies regarding preschool closures. Teachers report their experiences and actions in specific early childhood education settings, across the three national contexts. These experiential snapshots identify program priorities, parents’ and children’s reactions, and the commitment and concerns of teachers. The conversations reveal culturally situated similarities of early childhood educational practices but also differences across contexts. Teachers report on the challenges of their experiences but also benefits for their practice and how they engage with children and their families. Ideas about future preparedness for such pandemics are also discussed.

 

 

 

To read the full article online: https://link.springer.com/article/10.1007/s13158-020-00267-3​