study in early childhood education

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A top researcher says it's time to rethink our entire approach to preschool

Anya Kamenetz

Dale Farran has been studying early childhood education for half a century. Yet her most recent scientific publication has made her question everything she thought she knew.

"It really has required a lot of soul-searching, a lot of reading of the literature to try to think of what were plausible reasons that might account for this."

And by "this," she means the outcome of a study that lasted more than a decade. It included 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some were admitted by lottery, and the others were rejected, creating the closest thing you can get in the real world to a randomized, controlled trial — the gold standard in showing causality in science.

The Tennessee Pre-K Debate: Spinach Vs. Easter Grass

Farran and her co-authors at Vanderbilt University followed both groups of children all the way through sixth grade. At the end of their first year, the kids who went to pre-K scored higher on school readiness — as expected.

But after third grade, they were doing worse than the control group. And at the end of sixth grade, they were doing even worse. They had lower test scores, were more likely to be in special education, and were more likely to get into trouble in school, including serious trouble like suspensions.

"Whereas in third grade we saw negative effects on one of the three state achievement tests, in sixth grade we saw it on all three — math, science and reading," says Farran. "In third grade, where we had seen effects on one type of suspension, which is minor violations, by sixth grade we're seeing it on both types of suspensions, both major and minor."

That's right. A statewide public pre-K program, taught by licensed teachers, housed in public schools, had a measurable and statistically significant negative effect on the children in this study.

Farran hadn't expected it. She didn't like it. But her study design was unusually strong, so she couldn't easily explain it away.

"This is still the only randomized controlled trial of a statewide pre-K, and I know that people get upset about this and don't want it to be true."

Why it's a bad time for bad news

It's a bad time for early childhood advocates to get bad news about public pre-K. Federally funded universal prekindergarten for 3- and 4-year-olds has been a cornerstone of President Biden's social agenda, and there are talks about resurrecting it from the stalled-out "Build Back Better" plan. Preschool has been expanding in recent years and is currently publicly funded to some extent in 46 states. About 7 in 10 4-year-olds now attend some kind of academic program.

This enthusiasm has rested in part on research going back to the 1970s. Nobel Prize-winning economist James Heckman, among others, showed substantial long-term returns on investment for specially designed and carefully implemented programs.

To put it crudely, policymakers and experts have touted for decades now that if you give a 4-year-old who is growing up in poverty a good dose of story time and block play, they'll be more likely to grow up to become a high-earning, productive citizen.

What went wrong in Tennessee

No study is the last word. The research on pre-K continues to be mixed. In May 2021, a working paper (not yet peer reviewed) came out that looked at Boston's pre-K program. The study was a similar size to Farran's, used a similar quasi-experimental design based on random assignment, and also followed up with students for years. This study found that the preschool kids had better disciplinary records and were much more likely to graduate from high school, take the SATs and go to college, though their test scores didn't show a difference.

Farran believes that, with a citywide program, there's more opportunity for quality control than in her statewide study. Boston's program spent more per student, and it also was mixed-income, whereas Tennessee's program is for low-income kids only.

So what went wrong in Tennessee? Farran has some ideas — and they challenge almost everything about how we do school. How teachers are prepared, how programs are funded and where they are located. Even something as simple as where the bathrooms are.

In short, Farran is rethinking her own preconceptions, which are an entire field's preconceptions, about what constitutes quality pre-K.

Do kids in poverty deserve the same teaching as rich kids?

"One of the biases that I hadn't examined in myself is the idea that poor children need a different sort of preparation from children of higher-income families."

She's talking about drilling kids on basic skills. Worksheets for tracing letters and numbers. A teacher giving 10-minute lectures to a whole class of 25 kids who are expected to sit on their hands and listen, only five of whom may be paying any attention.

A Harsh Critique Of Federally Funded Pre-K

"Higher-income families are not choosing this kind of preparation," she explains. "And why would we assume that we need to train children of lower-income families earlier?"

Farran points out that families of means tend to choose play-based preschool programs with art, movement, music and nature. Children are asked open-ended questions, and they are listened to.

5 Proven Benefits Of Play

This is not what Farran is seeing in classrooms full of kids in poverty, where "teachers talk a lot, but they seldom listen to children." She thinks that part of the problem is that teachers in many states are certified for teaching students in prekindergarten through grade 5, or sometimes even pre-K-8. Very little of their training focuses on the youngest learners.

So another major bias that she's challenging is the idea that teacher certification equals quality. "There have been three very large studies, the latest one in 2018, which are not showing any relationship between quality and licensure."

Putting a bubble in your mouth

In 2016, Farran published a study based on her observations of publicly funded Tennessee pre-K classrooms similar to those included in this paper. She found then that the largest chunk of the day was spent in transition time. This means simply moving kids around the building.

Partly this is an architectural problem. Private preschools, even home-based day cares, tend to be laid out with little bodies in mind. There are bathrooms just off the classrooms. Children eat in, or very near, the classroom, too. And there is outdoor play space nearby with equipment suitable for short people.

Putting these same programs in public schools can make the whole day more inconvenient.

"So if you're in an older elementary school, the bathroom is going to be down the hall. You've got to take your children out, line them up and then they wait," Farran says. "And then, if you have to use the cafeteria, it's the same thing. You have to walk through the halls, you know: 'Don't touch your neighbor, don't touch the wall, put a bubble in your mouth because you have to be quiet.' "

One of Farran's most intriguing conjectures is that this need for control could explain the extra discipline problems seen later on in her most recent study.

"I think children are not learning internal control. And if anything, they're learning sort of an almost allergic reaction to the amount of external control that they're having, that they're having to experience in school."

In other words, regularly reprimanding kids for doing normal kid stuff at 4 years old, even suspending them, could backfire down the road as children experience school as a place of unreasonable expectations.

We know from other research that the control of children's bodies at school can have disparate racial impact. Other studies have suggested that Black children are disciplined more often in preschool, as they are in later grades. Farran's study, where 70% of the kids were white, found interactions between race, gender, and discipline problems, but no extra effect of attending preschool was detected.

Preschool Suspensions Really Happen And That's Not OK With Connecticut

Where to go from here.

The United States has a child care crisis that COVID-19 both intensified and highlighted. Progressive policymakers and advocates have tried for years to expand public support for child care by "pushing it down" from the existing public school system, using the teachers and the buildings.

Farran praises the direction that New York City, for one, has taken instead: a "mixed-delivery" program with slots for 3- and 4-year-olds. Some kids attend free public preschool in existing nonprofit day care centers, some in Head Start programs and some in traditional schools.

But the biggest lesson Farran has drawn from her research is that we've simply asked too much of pre-K, based on early results from what were essentially showcase pilot programs. "We tend to want a magic bullet," she says.

"Whoever thought that you could provide a 4-year-old from an impoverished family with 5 1/2 hours a day, nine months a year of preschool, and close the achievement gap, and send them to college at a higher rate?" she asks. "I mean, why? Why do we put so much pressure on our pre-K programs?"

We might actually get better results, she says, from simply letting little children play.

• Early Childhood Education Degrees Online

Early Childhood Education Degrees Online: Best Of 2024

Updated: Jul 28, 2023, 9:53am

Early childhood education dates back centuries and has helped shape modern child development, which places play and personal interests at the heart of early education. By earning an early childhood education degree online, you can make your mark in this vital and impactful field.

Today, the field of early childhood education (ECE) focuses on social, behavioral and cognitive development through meaningful experiences with peers and adults. While classroom settings remain crucial to a child’s development, many modern early education classrooms provide a holistic approach to learning, including plenty of time for children to explore their interests, build skills and foster relationships.

If you’re looking for a rewarding career working with or advocating for children, consider pursuing a bachelor’s degree in early childhood education . ECE programs explore the various factors influencing child behavior and development, creating a deep understanding of young children’s needs at each stage of growth.

This page ranks the top 10 U.S. universities offering online early childhood education degrees. Read on to learn more.

• Best Affordable Early Childhood Education Degrees Online
• Best Online Doctorate In Educational Leadership Programs
• Best Master’s In ESL Online Programs
• Where Can You Earn An Online Ph.D. In Special Education

Why You Can Trust Forbes Advisor Education

Best early childhood education degrees online, how to find the right online early childhood education degree for you, cost of an early childhood education online bachelor’s degree, methodology, frequently asked questions (faqs) about online early childhood education degrees.

The Forbes Advisor Education team is committed to bringing our readers unbiased rankings and trustworthy, informative articles covering higher learning institutions, individual degree programs, bootcamps, professional credentials and various career paths.

Our team sources data from the National Center for Education Statistics and the U.S. Bureau of Labor Statistics. We also pull information from reputable professional organizations and education providers’ direct websites. Our rankings use a strict methodology to determine the best schools, programs or bootcamps for each category.

Moreover, an expert advisory board of experienced professionals and educators reviews and verifies Forbes Advisor Education content to ensure accuracy and completeness.

University of Washington

Florida international university, national louis university, ball state university, mercy college, east carolina university, chaminade university of honolulu, eastern oregon university, university of michigan-flint, university of north carolina at greensboro.

$231/credit

Distance Education Reciprocity Agreement

Application Fee

As a degree-completion program, the University of Washington ‘s online bachelor of arts in early care and education takes full-time students at least seven quarters to complete, depending on whether they transfer previously earned credits. ECE majors at UW must have completed at least 45 credits at another accredited school. Learners may enroll in this program either full time or part time.

The program teaches skills through research, observation, and hands-on planning and implementation. Students also complete up to five hours weekly in a community-based learning environment working with children from birth through age 8.

Students must obtain several technology products to participate in UW’s ECE program, including a webcam, video editing software and course-specific software.

• High student retention rate
• Relatively high graduation rate
• High median earnings among graduates
• Relatively high student-to-faculty ratio
• Low socioeconomic diversity

$229/credit (in state)

Located in Miami, Florida, Florida International University offers an online early childhood education degree through its School of Education and Human Development. The bachelor of science in early childhood education is a 120-credit, non-licensure program delivered using asynchronous learning.

Students participate in peer discussions and receive quick instructor feedback on their assignments, fostering a collaborative learning experience. FIU also pairs learners with a success coach for one-on-one assistance with their academic and career goals.

The FIU early childhood education degree explores cognitive, social-emotional and physical development through courses covering art in early childhood, communities and families, and the importance of play.

• Relatively low average annual net price
• Relatively high student retention rate
• Relatively high percentage of students in federal student loan deferment

$11,505/year

National Louis University , a private college, offers three online ECE bachelor’s programs: a BA in early childhood and elementary education, a BA in early childhood education, and a competency-based BA in early childhood education. The ECE degree tracks prepare future educators for work with children from birth through second grade. The early childhood and elementary education track targets birth through sixth-grade development and learning.

The competency-based BA serves professionals who already hold an associate degree and work in early childhood education. Like the other ECE programs, this accelerated track requires 180 quarter hours, but competency-based learners can transfer earned credits and experience to reduce their degree timeline.

Eighty-three percent of NL students receive the federal Pell Grant, indicating high socioeconomic diversity at the school.

• High socioeconomic diversity
• Accelerated option for working educators
• Relatively low percentage of students who take out federal student loans
• Relatively high average annual net price
• Relatively low graduation rate

$4,217/semester (in state)

Ball State University , based in Muncie, Indiana, features several online programs, including a non-licensure early childhood education degree. Ball State refers to this degree track as a “completer program;” applicants should have completed an associate degree or at least 45 credits at a previous college. The ECE major requires 90 credits.

Learners explore various aspects of childhood development, including the parent-child relationship, development through play and education in infancy. Some courses are eight weeks long, but most last 16 weeks.

In addition to tuition, Ball State charges its distance learners a technology fee of $168 for seven or more credits or $110 for fewer than seven credits. The university reduces its out-of-state fee for online learners, charging distance learners outside of Indiana an additional $218 per credit, as opposed to $759 per credit for on-campus out-of-state students.

• Relatively low percentage of students in federal student loan deferment
• Relatively low student-to-faculty ratio
• Relatively low graduation rate among Pell Grant recipients vs. all students

$11,053/term (undergraduate)

A private university, Mercy College ‘s behavioral science and early childhood education degree is available online for most distance learners. Online students within 60 miles of Mercy’s campus in Dobbs Ferry, New York, may have to register in person to complete a one-semester student teaching experience.

Mercy’s ECE program allows students to complete their bachelor’s and master’s degrees simultaneously, earning both diplomas in five years total. The 144-credit bachelor’s program includes 105 undergraduate credits and 15 graduate credits taken during the bachelor’s degree portion. Graduates may then complete another 24 credits, including student teaching, to earn their master’s in early childhood education.

• Relatively high median federal student loan debt among graduates

$4,073/term (in state)

Online students pursuing East Carolina University ‘s bachelor of science in birth-kindergarten teacher education work directly with young learners in local schools and developmental centers over two semesters. Those near ECU’s campus can train in the on-site Nancy M. Darden Child Development Center.

Online learners must complete a few on-site requirements, including a program orientation, upper-level interviews and internship seminars.

The four-year program entails 120 semester hours covering child development, language and literacy, assessment for intervention and parent-teacher collaboration. Accredited by the Council for the Accreditation of Educator Preparation, this ECU program can lead to teaching licensure in North Carolina.

• Uses Common App
• Relatively high percentage of students who take out federal student loans

$585/credit

Chaminade University of Honolulu ‘s online early childhood education program includes 120 credits, which take about four years to complete. Students must pass five prerequisite courses before declaring the ECE major. Prerequisites include child development and health and family issues in early childhood development.

The program includes two student teaching experiences in approved educational settings, requiring at least 60 hours of observation and participation. Students complete a fieldwork seminar alongside each experience to discuss their plans, strategies and challenges.

Over half of Chaminade’s students qualify for the federal Pell Grant. Online learners pay a $93 technology fee per class.

$286/credit (in state)

Future teachers can begin their early childhood education careers with Eastern Oregon University ‘s ECE degree. Learners can transfer up to 135 previously earned credits to reduce the time and costs associated with this 180-credit program, which otherwise takes four years to complete.

Although all courses are delivered online, students must complete two in-person practicums to observe licensed educators and put their skills into practice. These experiences can take place at child care centers or in primary or secondary schools.

$516/credit (in state)

The bachelor of science in early childhood studies from the University of Michigan-Flint evaluates child development and learning from birth through age 8. Graduates often go on to work as educators in child development or preschool centers or as child advocates in government agencies.

During the program, students participate in up to 180 hours of field experience, collaborating with other educators and working with children. The campus’s on-site childhood development center welcomes learners who live near UM-Flint, but instructors can also approve other centers.

The 128-credit program includes courses in communication and language, society and classroom management. Early childhood studies majors can also pursue a mathematics or language arts elementary education minor consisting of 20 to 26 credits.

$5,436/year (in state)

The University of North Carolina at Greensboro offers an online bachelor of science in human development and family studies to learners who already hold an associate of applied science. Students need 120 credits in total to complete the bachelor’s degree program.

While some classes in this program are asynchronous, others meet at specific times during lunch hours or evenings. Online learners must complete an in-person field placement to gain experience working with children in an early childhood setting.

All online students pay in-state tuition rates at UNC Greensboro, and tuition costs less for online learners than for their on-campus peers. Distance learners must pay a $20 per credit technology fee, which caps at $240 per semester.

• Does not use Common App

To make the most of your time and financial investment, consider the following before choosing an early childhood education online bachelor’s degree.

Know Your Time Commitment

Online early childhood education programs often require some in-person or scheduled components, such as field placements or live instructor-led classes. This may be challenging for distance learners with full-time jobs or other personal commitments.

If you have a busy schedule, look for an ECE program that works around your obligations. Some programs offer live meetings during evenings or on weekends. For maximum flexibility, you might seek an asynchronous program, which is largely self-paced and allows you to watch lectures at your convenience. If you do not mind a longer degree timeline, part-time enrollment may make it easier to balance your studies with your other responsibilities.

Look at Accreditation

If you plan to pursue an ECE teaching credential, you should prioritize institutional and programmatic accreditation in your degree search.

Institutional accreditation validates a school’s commitment to student outcomes, academic achievement and quality faculty. Programmatic accreditation does the same for specific programs or departments.

Most states require licensed teachers to hold degrees from institutionally accredited schools. Programmatic accreditation provides further quality assurance for your chosen degree program. The National Association for the Education of Young Children commonly endorses higher education programs in early childhood studies.

Consider Your Future Goals

Do you plan to continue your studies after completing an online early childhood education degree? If so, finding a university that offers graduate opportunities in the early education field may be helpful, even during undergrad. Some programs, like Mercy College’s bachelor’s-to-master’s dual-degree program , provide an accelerated pathway for students to earn both their bachelor’s and master’s degrees in early childhood education .

If you want to pursue your teaching credential after earning your degree, ensure you earn a degree that prepares you for licensure in the state where you plan to teach. Non-licensure programs may not meet these credentialing standards.

According to the National Center for Education Statistics , the average public, four-year college charged $9,375 in tuition and fees for in-state, undergraduate students during the 2020-2021 school year. Out-of-state tuition and fees cost $27,091 per year on average. A typical online bachelor’s degree in early childhood education aligns with the national average at about $200 to $750 per credit, or $6,000 to $22,500 per year.

ECE majors should also consider the potential costs of student teaching. Most schools require in-person field placements, which may affect learners’ ability to work full time during their studies. If you plan to keep a job while you earn your degree, prepare for this potential break in work.

We scored 76 accredited, nonprofit colleges offering online bachelor’s degrees in early childhood education in the U.S. using 16 data points in the categories of credibility, affordability, student outcomes, student experience and application process.

We pulled the data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. We weighted each category as follows:

Student Outcomes: 38% Affordability: 28% Student Experience: 14% Credibility: 10% Application Process: 10%

Specific characteristics we considered within each category include accreditation, nonprofit status, average net price per year, median earnings among graduates, overall graduation rate, socioeconomic diversity, online offerings and Common App participation.

We chose the 10 best schools to display based on those receiving a curved final score of 79.85% or higher.

The highest-ranking schools are fully accredited, nonprofit institutions with relatively high student retention rates and overall graduation rates.

What is the best degree for early childhood education?

People interested in early childhood education careers typically start with a bachelor’s degree in early childhood education. However, a master’s in early childhood education may make it easier to earn licensure and increase earning potential. Some schools offer bachelor’s-to-master’s programs, which allow students to begin their graduate studies while finishing their bachelor’s, shortening the completion time to earn both degrees.

What is meant by early childhood development?

Early childhood development refers to children’s social-emotional, physical, behavioral and cognitive development from birth through age 8. Experts believe that parenting, play, socialization and early learning experiences contribute to early childhood development.

As a self-proclaimed lifelong learner and former educator, Amy Boyington is passionate about researching and advocating for learners of all ages. For over a decade, Amy has specialized in writing parenting and higher education content that simplifies the process of comparing schools, programs and tuition rates for prospective students and their families. Her work has been featured on several online publications, including Online MBA, Reader’s Digest and BestColleges.

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Online Bachelor of Applied Science in Early Childhood Studies

Learn how to influence and shape young children’s lives with Arizona State University’s Bachelor of Applied Science in early childhood studies. Upon graduation, you’ll be equipped with career-leading skills to approach child development in a purposeful way. This BAS is designed specifically for students who’ve earned an Associate of Applied Science. Don’t have an AAS? Check out our Bachelor of Arts in Education in educational studies with a concentration in early childhood studies .

Quick facts

Next start date: 10/16/2024

Total classes: 40

Weeks per class: 7.5

Total credit hours: 120

Degree questions, answered

Have questions about the Early Childhood Studies (BAS) ? Fill out this form and we’ll get in touch!

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What you’ll learn in this early childhood studies BAS

• Master of Education in elementary education .

How is a Bachelor of Applied Science degree different from a BA or BS degree?

• Students who’ve earned an AAS from a regionally accredited institution may transfer 60 credit hours toward their BAS.
• Students who’ve earned an AAS from a regionally accredited Arizona community college may be eligible to transfer up to 75 credits toward their BAS.

Will my diploma say ‘online’?

No, Arizona State University’s diplomas don’t specify whether you earn your degree online or in person. All diplomas and transcripts simply say “Arizona State University.”

Early childhood studies BAS courses

The curriculum in this early childhood studies BAS provides individuals working in early childhood settings with the knowledge and skills needed to improve school readiness in young children. Coursework topics include emerging language and literacy, highly individualized teaching and learning, and computer and mobile technologies. In order to complete this program’s coursework, you’ll need to plan for experiential learning opportunities with children from birth to age five in the field.

What can I do with an early childhood studies BAS?

This BAS in early childhood studies prepares you for diverse career opportunities in the childhood development field. Rewarding careers range from early education in private or public settings to home-based child care. Upon completion, you’ll be equipped to face challenges in the field and redefine young children’s futures. Career examples include, but aren’t limited to:

Child Care Worker

Education professor, preschool director, preschool teacher, learn about children’s education from leaders in teaching.

The Mary Lou Fulton Teachers College faculty draws from a range of academic disciplines including cognitive science, psychology and economics. They seek to answer questions about the process of learning, teaching practices and effects of education policy. Our faculty is also committed to connecting research to schools and other learning environments. They ensure teacher and leadership preparation programs combine scholarly rigor with practical application.

How to apply

You’re eligible to apply for this program if you have attended one or more regionally accredited colleges or universities and earned your Associate of Applied Science (AAS). To apply to a Bachelor of Applied Science (BAS) program at ASU, please follow these steps.

Step 1: Speak to an enrollment counselor

Would you like to chat with someone about a degree program that is right for you? Request more information to speak to an ASU Online enrollment coach about degree programs of interest, how your credits may transfer and when you would like to begin classes.

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Create a seamless college journey to ASU with MyPath2ASU™, a self-service platform that includes course-by-course transfer maps and over 400+ transfer pathways to ASU. Fuel a personalized transfer experience and earn guaranteed general admission to ASU and the major of your choice.* MyPath2ASU™ saves you time, helps you select the right courses, minimizes loss of credit and enables successful degree completion.

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Note: Some ASU colleges and schools have additional or higher requirements for admission into their majors. Students will also need to submit an ASU admission application, including an application fee and other required documents, such as official college/university transcripts. MyPath2ASU™ pathway programs include a minimum of 24 credit hours. Students with fewer than 24 credit transfer credit hours will need to meet the appropriate admission requirements.

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Take your first step toward transferring to ASU Online by completing the online application. The application takes approximately 30 minutes to complete. You will be required to submit a nonrefundable application fee.

• $70: ASU Online programs.

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Request to have your transcripts sent directly to ASU from each educational institution you attended. Official transcripts must be mailed directly to Admission Services by the records office of the issuing institution. Official transcripts delivered by hand will be accepted only if they are sealed in the original envelope provided by the community college or university and bear the university seal and the signature of the registrar of the issuing institution. Please have your previous academic institutions mail your official transcripts here:

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• Submit the FAFSA every year to maximize your eligibility for financial aid. You may qualify for more financial aid than you realize. Learn more about the FAFSA .
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To begin, submit an application to ASU. An enrollment coach will reach out with more information if Earned Admission is right for you.

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Join an innovative school for education

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Educational Studies (BAE)

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Educational Studies – Early Childhood Studies (BAE)

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Best Early Childhood Education and Teaching colleges in the U.S. 2024

Early childhood education and teaching majors are responsible for developing the young minds of children ranging in ages from infancy to 8 years old. Persons who have a passion for and understanding of the individuality of young children may find that early childhood education and teaching is the perfect degree choice. The coursework is geared towards child development and student involvement. Instruction includes health, safety, and nutrition for young children, growth and development, language development, math, science, and the arts. Individuals must be able to develop the appropriate curriculum and learning environment based on the individual and group needs of the children and based upon the latest educational trends.

There's also a huge emphasis on creating and maintaining a child-safe and healthy environment. With a degree in early childhood education and teaching , a graduate can become a teacher, teachers' assistant, curriculum developer , or daycare worker. Successful teachers have the skills to motivate their students. They recognize the social, physical, intellectual, emotional, and creative strengths and weaknesses in each child and can effectively combine them to produce one coherent classroom setting. Verbal and written communication skills are also critical in this major because the student is not only working with children, but with their parents or guardians.

Best Early Childhood Education and Teaching colleges in the U.S. for 2024

Boston College has a great online program for students entering the field of early childhood education and connects high-quality academic instructors and students in a virtual learning environment. Students who graduate with a bachelor’s degree are eligible to take the required licensure exams in their home state immediately after graduation.

The University of Florida has certificate-level and master’s degree programs for prospective students in the field of early childhood education. Asynchronous online classes and lectures can be accessed on your laptop or phone and can impart marketable skills needed to work as a teacher or childhood educator.

The University of Georgia has a variety of certificate-level, bachelor’s, and master’s programs in early childhood education. Students entering the field can access online resources and interact with professors and their peers in virtual classroom settings.

The University of Hawaii Manoa offers online bachelor’s degrees that can provide a flexible route toward a career in early childhood education. This program provides post-graduation job placement resources to ensure their students enter the workforce with confidence.

NYU’s Bachelor’s in Early Childhood education track allows students to take online classes from the comfort of their homes and can be a great option for working professionals that want to get their master’s on their own time. This program is a great way for students to gain the skills they need to work in a classroom setting as a teacher or develop a curriculum in an administrative capacity.

Towson University has bachelor’s and master’s programs for those interested in working with children and adolescents as an elementary school teacher or para educator. The academic course load at Towson prepares students to complete the necessary licensure exams for their home state before applying to full-time roles.

The University of Washington is an excellent place for students that want to teach, develop curriculum, and facilitate academic and social development. Online classes and testing options allow current students to manage their working lives while completing their degree on their own time.

For those interested in getting a degree in early childhood education, TCU offers bachelor's degrees that impart the skills needed for their students to excel as elementary school teachers and school administrators. Classes, study tools, and professional development resources make this program a top choice for prospective applicants.

University of North Florida offers 3 Early Childhood Education and Teaching degree programs. It's a large, public, four-year university in a large city. In 2022, 38 Early Childhood Education and Teaching students graduated with students earning 36 Bachelor's degrees, and 2 Certificates.

University of Minnesota-Twin Cities offers 2 Early Childhood Education and Teaching degree programs. It's a very large, public, four-year university in a large city. In 2022, 28 Early Childhood Education and Teaching students graduated with students earning 19 Bachelor's degrees, and 9 Master's degrees.

Find local colleges with Early Childhood Education and Teaching majors in the U.S.

What is early childhood education and teaching.

Students that pursue a degree in early childhood education graduate with the skills needed to teach and instruct children in an academic setting. These programs often include courses like language development, social and behavioral sciences, and preschool behavior to name a few. It is typical for these programs to range in length, so it is smart for prospective applicants to assess their level of interest in spending more time in the classroom to achieve graduate degrees. Programs prepare students to function independently as teachers and academic instructors, and take the necessary licensure exams for their home state.

Associate Degree in Early Childhood Education and Teaching

For those interested in quickly gaining the necessary skills to work in a classroom setting, an associate program in early childhood education typically takes up to two years. Students enrolled in an associate degree program often structure their course loads so that they can transfer to a bachelor’s track after they complete their second year, though some choose to take their licensure exams and enter the workforce immediately after graduation.

Bachelor's Degree in Early Childhood Education and Teaching

Many students that pursue degrees in early childhood education pursue the traditional bachelor’s track at a four-year college or university, and these programs usually require general education and elective requirements to be met for an average of 120 credits. Potential applicants must understand the commitment associated with pursuing a bachelor’s degree in early childhood education, as well as the financial implications.

Master's Degree in Early Childhood Education and Teaching

Whether you hold a bachelor’s degree or have been working professionally as an elementary school teacher for a few years, there’s never a bad time to enroll in a master’s program and open the door to exciting opportunities in the field of early childhood education. Master’s programs can last from one to two years and prepare students to hold administrative and leadership roles at charter schools and academies.

What is a Master’s in Early Childhood Education?

People who have a passion for understanding the individuality of young children may be a perfect fit for a master’s degree in early childhood education. The coursework is geared towards child development and student involvement, and instruction includes:

• Nutrition for young children
• Growth and development
• Language development

Students must be able to develop the appropriate curriculum and learning environment based upon the latest educational trends for both individual children and groups.

What Can I Do With a Degree in Master’s in Early Childhood Education?

With a degree in early childhood education and teaching, you can pursue a career in roles including:

• Childcare worker
• Preschool teacher
• Teachers’ assistant
• Special education teacher
• Preschool and childcare care director

For any of these careers, ideal candidates should possess a creative mind, a love of children, and the ability to adapt to unexpected occurrences. Below is a list of potential jobs that someone studying master’s in early childhood education could grow into.

Choosing the Best Master’s in Early Childhood Education Program

When choosing an early childhood education master’s program, ECE students need to consider a variety of factors including 

• Onlive vs. on campus programs
• Program costs
• Program length
• Accreditation
• Admission requirements

A master’s in early childhood education takes about two years to complete, but certain factors can alter that time frame. A program with a higher credit requirement, for instance, can take longer to finish. 

This section explores the many factors that students should consider when choosing a master’s program in early childhood education. 

Earning a Master’s Degree in Early Childhood Education

Students should consider a variety of factors when deciding on a college, including: 

• Program specializations
• Specific areas of focus (specialization vs elective courses)

Additionally, when deciding on a master’s program it is important to look at course offerings, program length, and skill development.

Courses in Early Childhood Education Graduate Programs

Since course offerings vary by school, students should review each institution’s curriculum to find the early childhood education degree that best suits their needs. However, certain foundational topics are common across most programs. While the names of these courses may differ, many degrees feature courses in the following topics:

How Long Does a Master’s in Early Childhood Education Take To Finish?

Typically, master’s degrees in early childhood education take two years to complete. However, program details may alter this time frame. For instance, accelerated programs allow ECE students to advance through coursework quickly. Cohort programs, on the other hand, prefer that students take courses as a group.

Most early childhood education master’s programs require 30-36 credits, so students need to complete 15-18 credits per year to finish the degree in two years. These credits are typically divided into fall and spring semesters only, though some programs include additional semesters. Students can also enroll part-time, taking smaller course loads but finishing in more than two years.

Skills Learned in a Master’s in Early Childhood Education Program

Pursuing a master’s degree in early childhood education requires patience and a significant amount of energy. Additionally, early childhood education programs can build these skills: 

• Communication
• Curriculum preparation
• Child development

By earning a master’s in early childhood education, graduates gain a competitive edge for careers in the field.

Master’s in Early Childhood Education Admission Requirements

When applying to ECE master’s programs, it is highly recommended that potential students apply to two types of school. 

The first group is target schools, or institutions with admission standards that give them a strong chance of acceptance. This provides applicants with “fallback” options if they don’t get accepted into their desired programs.

The second category of schools includes colleges and universities that appeal to the student but hold more vigorous admission details. This strategy gives applicants the possibility of acceptance at a prestigious university, with little risk. 

Prerequisites & Admission Material

Admissions standards differ among schools. Generally, anyone applying to an online early childhood education master’s program must hold a  bachelor’s degree in education  or a related field. Some master’s programs require applicants to hold teaching licensure or certification. 

Applicants may need to provide proof of experience working with young children, and many schools request applicants’ GRE, GMAT, or MAT scores. Below is the standard list of prerequisites and admission material for ECE Master’s programs. 

How Much Does a Master’s in Early Childhood Education Cost?

Tuition rates differ among colleges and universities, and certain factors may impact the cost of an early childhood education degree. For instance, private universities usually charge higher tuition rates than public colleges because private institutions depend more heavily on tuition money and private donors. 

Additionally, degree candidates may experience higher tuition rates at out-of-state schools. However, some out-of-state schools extend in-state tuition rates to all online students regardless of where they live. Students who study part-time may pay higher tuition rates, depending on the school’s policies. 

Along with tuition, ECE may have to pay program fees. Possible costs include 

• Technology fees
• Student services fees
• Fieldwork fees
• Health fees
• Housing fees

Students must also consider textbook costs and commuting expenses like gasoline and parking permits.

Certification and Licensure in Early Childhood Education and Teaching

While there are a multitude of options for current students and graduates that want to get a certificate or license in the field of early childhood education, some common and widely accepted include the early childhood educator (ECE) and the child development associate (CDA) designations. These can be used to boost your resume and gain the necessary skills to work in a classroom environment

What Can I Do with a Degree in Early Childhood Education and Teaching?

Early childhood education is a teaching specialization that prepares students to work with children and adolescents in a daycare or classroom setting. Those interested in pursuing this degree track often pursue roles as teachers or school administrators to develop curriculum, organize parent-teacher meetings, and assess academic progress. 

There is an ever-present demand for quality teachers that can inspire their students to learn and grow academically and socially in the classroom, and graduates that pursue programs in early childhood education can apply their teaching skills at public, private, and charter schools across the country. 

Early childhood education (ECE) students learn valuable skills for dealing with young children. They recognize the social, physical, intellectual, emotional, and creative strengths and weaknesses in each child and can effectively combine them to produce one coherent classroom setting. Because early childhood education teachers also work with parents and guardians, strong  verbal and written communication skills  are critical. 

With a degree in early childhood education and teaching, a graduate can pursue a wide range of professions, from teacher or childcare care director to less obvious careers, such as an early childhood consultant. 

Graduates with an online degree in early childhood education can work as teachers, special education instructors, and even at the administrative level as principals and deans. Kindergarten and elementary school teachers can make up to $61,000 annually, while special education teachers gross on average $67,000. Given the importance of academic growth for children starting at a young age, these roles are critical to the development of children from all walks of life. Teaching is a rewarding career, and there is always a demand for licensed educators. 

Earning an Online Early Childhood Education and Teaching Degree

Online vs. on campus ece degrees.

Many ECE students have the option to choose between an online or on-campus degree. Online degree programs offer flexible schedules and allow working teachers to maintain their current employment. 

On-campus programs, on the other hand, could help you form connections with the local school district. Furthermore, learning on-campus also fosters networking relationships. This networking occurs through practicums and internships, as well as symposia and other events.

While many students choose to attend universities and enroll in programs that require face-to-face interaction, and instructional lab time, there are online options for students interested in pursuing a degree in early childhood education. Students exploring online degree options have access to programs across the country, and may select a particular program for the specializations or certificates offered. Online students can enjoy the flexibility of attending lectures from the comfort of their homes, and can take quizzes and tests at their own pace. Working professionals often enroll in online programs so that they can continue to earn an income while building their academic portfolio.

Early Childhood Education and Teaching Career and Salary Overview

Early Childhood Educators work with our youngest children in the years before they enter Kindergarten. These preschool teachers, as they are often called, give them the basic knowledge that will serve as a foundation for what they will later learn in school.

Early Childhood Educator Careers & Degrees

Just as important as the lessons in numbers and the alphabet, are the good habits, fine motor skills, and an interest in learning they foster in students. With the right help during these formative years, a child may gain an educational advantage that will follow him throughout his life. The best early childhood educators, through a combination of training and experience, know how to utilize play to help children learn. The average 3-5 year old will likely have trouble learning to count to ten if forced to sit at a desk. But combined with a game, craft, story, or physical activity, counting could come quite easily to the same child. Early childhood educators also use these activities to improve their students' fine motor and social skills. Crafts that involve painting, for example, will help a student develop the hand-eye coordination needed to write; group games teach young students how to cooperate with others and work toward a common goal. By incorporating lessons into play, teachers have their students associate learning with fun. If done correctly, the child will grow into a student who takes pleasure in learning and thus is likely to do very well in school.

Early Childhood Educator Careers Path

Depending on the facility, early childhood educators may need a Bachelor's degree or only a high school diploma. For those who wish to work at better private facilities or in state recognized prekindergarten programs, an Associate's degree is usually the lowest education level accepted. College coursework will be in childhood development and early childhood education. Certification as a Child Development Associate (CDA) may also be helpful in securing a job.

Source: BLS

Compatible Personality Traits for an Early Childhood Educator

Excellent with children, patient, excellent communication skills, creative thinker, works well with others, kind, multi-tasker, handles stress well, willing to work odd hours, trustworthy, highly organized.

Salary Expectations for an Early Childhood Educator

The average salary for early childhood educators is $23,870 a year, with the middle fifty percent earning between $18,840 and $31,430. Pay will vary depending on education level and, by extension, the type of facility at which one works. Those with more education are likely to work in better facilities and command a higher salary. With more experience, early childhood educators may be able to move into head teacher or administrative positions where the potential for increased salary is greater.

Early Childhood Educator Careers: Job Outlook

The job outlook for early childhood educators in the coming years is expected to be very good. Though the number of young children is dropping (the children of the baby boomers having already passed this stage in life), there has been in recent years a greater emphasis put on early childhood education. As we have come to realize the importance of a child's early development, our society is increasingly demanding the services of preschool teachers. There will also be a need to fulfill the positions that open when current teachers leave the field. Early childhood educators who have more extensive education should be the most likely to find higher paying positions.

Slightly off the Path

• Teaching Assistant
• Elementary School Teacher
• School Administration
• Special Education Teacher

Early Childhood Education Career Resources

Professional organizations provide ECE graduates and students with multiple benefits, including access to networking opportunities, conferences, seminars, and other events. Many of these groups also assist with professional endeavors by providing members with job boards and current research. 

Some organizations may offer continuing education programs to help teachers maintain or upgrade their licenses. Below are five relevant organizations that ECE graduates and students should explore and get connected with.

Early Childhood Education and Teaching FAQ

What can I do with a Master’s in Early Childhood Education?

ECE is a broad field with opportunities both in and out of classrooms. Educators with this degree can become curriculum designers, daycare center directors, ECE specialists, education program specialists, elementary school teachers, ELL teachers in grades K-3, Head Start directors, and Pre-K teachers.

Is a degree in early childhood education worth it?

Yes, having a master’s degree in this field can increase the available job opportunities. This difference is reflected in wages, too. According to data from the U.S. Bureau of Labor Statistics (BLS), those who have a master’s degree can expect to earn about $13,000 more per year than those with only a bachelor’s degree.

Is early childhood education a good career?

Yes, the primary reward of a career in early childhood education is the chance to play a key role in a child’s life. Teachers often serve as caring, responsive adults who offer attention, warmth and creativity, demonstrate how to communicate respectfully, and enthusiastically encourage individual accomplishments. 

Is there a demand for early childhood educators?

While some positions may have a larger demand than others, ECE workers overall have good career outlooks.

• Patience, empathy, and flexibility are just some of the skills needed to be a successful early childhood educator.
• Developing motor skills is a critical aspect of early childhood development that allows students to explore their environments, interact with their peers, and feed their creativity and curiosity.
• The purpose of this degree is to develop teachers that work with their students to facilitate emotional, cognitive, and social growth over the course of their studies.

List of all Early Childhood Education and Teaching colleges in the U.S.

Article Sources

• https://www.universities.com/find/us/best/early-childhood-education-and-teaching-degrees
• https://www.uhcl.edu/academics/degrees/early-childhood-education-ms
• http://ed.fullerton.edu/seced/academic-programs/ms-seced.php
• https://education.ucdenver.edu/continuing-education/master’s-programs/detail/Early-Childhood-Education-non-licensure-MA
• https://www.clemson. e du/education/academics/masters/teaching-and-learning.html
• https://und.edu/programs/early-childhood-education-ms/
• https://www.cdacouncil.org/resources/find-ece-organizations
• https://nafcc.org/
• https://ceinternational1892.org/
• https://www.naeyc.org/
• https://www.nbcdi.org/
• https://www.nhsa.org/
• https://amshq.org/About-AMS/What-We-Are-Doing/Awards-and-Grants/Teacher-Education-Scholarships
• https://nilrr.org/resources/scholarship-application/
• http://www.nea.org/Kinnaman
• https://studentaid.ed.gov/sa/types/grants-scholarships/teach
• https://beta.bls.gov/dataQuery/search
• bls.gov/oco/ocos317.htm 

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, five reasons to study early childhood education.

Early childhood educators play such an important role in a child’s development. They inspire young minds, expose them to the joys of learning, and give them the foundation for lifelong success.

Here are five reasons to study early childhood education.

Gain knowledge of developmental milestones

In this type of program, you’ll learn about the developmental milestones children make from birth until age 5—from crawling, to speaking in full sentences, and everything in between. This knowledge will help you learn to work with different age groups and how to best help them learn. In fact, the majority of a child’s brain development occurs during the first three years of life, and you can help children reach developmental milestones at different ages. 

Understand the early learning process

An early childhood education degree is a chance to learn about the specific tools that help a young child love learning, something that will benefit them the rest of their lives. The first five years of a child’s life are pivotal to their long-term success—and you can be part of it.

Learn relationship-building skills

This is a unique opportunity to learn about the important relationships between parents and educational professionals, as well as the relationships between educators and other community leaders. Early childhood development professionals need to be able to work with parents to help them teach their children at home. At the same time, you must manage relationships with community members to find the best resources and opportunities for your students.

Provide a hands-on learning experience

In addition to classroom work, graduates from this kind of program often get the opportunity to provide their students with unique hands-on learning experiences. Instead of showing students colors on paper, teachers will often use other resources such as blocks, toys, sand, and water to help them learn shape, texture, colors, numbers, and elements. If you really want to interact with students in creative ways, you’ll no doubt benefit from an early childhood education program because it often focuses on hands-on learning through experiences rather than instructions.

Advocate for early childhood education resources and initiatives

Advocacy is an important part of any early childhood educational professional’s life. Many graduates go on to improve the educational system for generations to come through work at the local, state, and national level—and that’s because early childhood education professionals have the knowledge, resources, and experiences to help influence officials in ways that not many others can.

Many educational professionals who work with young children must also advocate for their students’ needs not just to governmental bodies, but to non-profit organizations and other groups as well. They work to get the best resources, the best experiences, and ultimately the best education for their students no matter what area they are from, who their parents are, and what type of background they come from.

Feeling inspired?

It’s no surprise that graduates with a degree in early childhood education get so excited about the many different career possibilities ahead. They know that their days will be spent not only working with young children and helping them learn what they need to know to move forward in life, but that they’ll also be truly making an impact on today’s educational system. Whether a graduate works in a traditional classroom or is employed as a tutor at a facility, that person will touch the lives of young children across the country in ways that could positively affect them forever.

If you see yourself with a long career in early childhood education, consider pursuing Bachelor’s or Master’s in Early Childhood Education —degree programs that cover both basic and advanced topics regarding childhood learning developments, and is even required of some educators to gain employment in related professions.

Ready to Research Degree Programs?

• Research Master’s Programs in Early Childhood Education
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You may also like to read

• Benefits of Early Childhood Education
• Diverse Learning Styles in Early Childhood Education
• What Every Early Childhood Education Major Should Know
• Early Childhood Education: Striving to Balance Play with Academics
• Career Options With An Early Childhood Education Degree
• What Is an Associate's Degree in Education?

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Bachelor’s in Early Childhood Education Degree Online Pint-Sized Scholars With Big Futures

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Impact the Next Generation with Liberty’s Non-Licensure BS in Early Childhood Education Interdisciplinary Studies Degree

A lot happens in a child’s development both before and during their early years of elementary school. With new concepts constantly being introduced to them, children under the age of 8 have a lot of growing to do! You can have a hand in providing the love, support, and encouragement these young ones need to embrace learning and get the best start they can.

Giving children a solid foundation for their academic journey can lead to better lives and opportunities for them down the road. The young students you work with today could be tomorrow’s world changers. By earning an early childhood education degree online, you can learn how to transform the lives of the children in your care.

Liberty’s Bachelor of Science (BS) in Early Childhood Education Interdisciplinary Studies is an excellent option if you want to work in Christian school, private school, or homeschool settings or in childcare facilities and churches. You could also pursue a career as a paraprofessional educator in a public school. If you decide later on down the road to pursue licensure, this early childhood education online degree can provide a solid foundation for pursuing a licensure-track Master of Arts in Teaching (MAT) .

Please note: Liberty’s BS in Early Childhood Education Interdisciplinary Studies is a non-licensure degree. This program is designed to prepare students for non-licensed teaching/education roles and to offer a solid foundation for pursuing a licensure program at a later time. If you are interested in teaching licensure at the bachelor’s level, please see our Bachelor of Education program.

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Why Choose Liberty’s Online Bachelor’s Degree in Early Childhood Education Interdisciplinary Studies?

If going for your bachelor’s degree seems overwhelming, or you’re wondering how long it takes to earn a degree in early childhood education, let us help. With 8 start dates per year and no set login times, you’ll have the freedom to complete your early childhood education online bachelor’s degree on your schedule.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ). Our programs have met rigorous academic standards and accreditation requirements, so you can be confident that you’re receiving an education of the highest quality.

Our bachelor’s degree in early childhood education online is taught by seasoned faculty who care about your success. Drawing on their years of real-world experience, they can help equip you to lead with excellence and integrity in the field of education. Their encouragement can help fuel your heart for teaching, reminding you how important your work is for eternity.

In addition to offering award-winning academics and industry-leading faculty, we’ve designed our degrees to give you as many opportunities as possible to grow and learn practical skills. Our online early childhood education bachelor’s degree includes an optional field experience course that can be completed at an approved location near you. This course can help give you an additional confidence boost as you apply your studies to a live classroom setting.

What Will You Study in Our Bachelor’s in Early Childhood Education Online Program?

Liberty’s bachelor’s degree in early childhood education focuses on current issues and trends in education. You can also learn about the elements of instruction and the important psychological milestones of early childhood development. We know that you are passionate about teaching children – so are we! Let us help you discover the best instructional strategies for both you and your students.

At Liberty, you can earn a degree focused on child development as well as education theories and practices. This can help you better tailor an educational experience to the specific needs of your young students.

We know that lectures and online assignments can only teach you so much – hands-on experience is important as well. That’s why our online bachelor’s in early childhood education degree includes an optional field experience capstone course, which can help you put your skills to the test in a live classroom.

Potential Career Opportunities

Some of the positions you can pursue with a non-licensure bachelor’s in early childhood education include:

• Early childhood center director
• Kindergarten/elementary school teacher*
• Paraprofessional educator in a public school
• Preschool teacher*
• Teacher within a faith-based organization or private school

*The Bachelor of Science in Early Childhood Education does not lead to teacher licensure. However, this program may be a good fit for students who do not need state teaching licensure to teach at a private school or in other non-licensure settings.

Featured Courses

• EDUC 210 – Early Childhood Education Fundamentals
• EDUC 215 – Wellness in the Early Childhood Setting
• PSYC 210 – Developmental Psychology
• PSYC 221 – Psychology of Childhood

Degree Information

• This program falls under the School of Education .
• View the Undergraduate Education Course Guides (login required) .
• This online early childhood education degree can help prepare you for Liberty’s licensure-track Master of Arts in Teaching .
• Please note: This is a non-licensure program.

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Admission Information for the Bachelor of Science in Early Childhood Education

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Students may be allowed to enroll in up to 12 credit hours with Liberty with the submission of our High School Self-Certification Form (login required – you will first need to claim your Liberty Account ) .
• Unofficial transcripts can be used for acceptance purposes with the submission of a Transcript Request Form .

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*Official high school transcript requirement may be waived with college transcripts from an accredited college/university showing at least 12 earned credit hours with an acceptable GPA.

Note: A 2.0 or above cumulative GPA is required for admission in good standing.

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High school transcript policy.

Applicants may submit a High School Self-Certification Form in lieu of a final official high school transcript in order to enroll in up to 12 credit hours at Liberty University.

• Applicants may submit a college transcript showing 12 or more credits from an accredited institution and a High School Self-Certification Form in lieu of high school transcripts.

Students must submit official high school transcripts, or official college transcripts showing at least 12 credit hours earned with an acceptable grade point average (GPA) from an accredited institution, in order to register for additional courses.

The official high school transcript, GED requirement, and High School Self-Certification Form can be waived if the applicant has earned an associate degree or higher.

Final transcripts must reflect all coursework and final grades received for grades 9-12, a graduation date, and an overall GPA. (Mailed transcripts must be in a sealed and unopened envelope.)

Unofficial College Transcript Policy

Unofficial transcripts combined with a Transcript Request Form can be used for admission. Official transcripts are required within 60 days of the admissions decision or before non-attendance drops for the first set of matriculated classes, whichever comes first, and will prevent enrollment into future terms until all official transcripts have been received.

Before sending unofficial college transcripts, please make sure they include the following:

• Your previous school’s name or logo printed on the document
• Cumulative GPA
• A list of completed courses and earned credit broken down by semester
• Degree and date conferred (if applicable)

Official College Transcript Policy

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

If the student uses unofficial transcripts with a Transcript Request Form to gain acceptance, all official transcripts must be received within 60 days of the admissions decision or before non-attendance drops for the first set of matriculated classes, whichever comes first. Failure to send all official transcripts within the 60-day period will prevent enrollment into future terms until all official transcripts have been received.

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If you have military-only transfer credits (completed basic training and enlistment), you must request an official military transcript. Please go to the Military Transfer Credit webpage to request your military transcript.

International Applicants

If you are an international applicant, you may be required to have your international transcripts reviewed. Information regarding the transcript evaluation process for international students can be found by visiting NACES .

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Frequently Asked Questions

What jobs can you get with a non-licensure bachelor of early childhood education online.

When you think of education professionals, maybe you picture licensed teachers working in public schools. Licensed educators certainly play a vital role in training up the next generation of students, but the field of early childhood education is so much more vast than that – and many jobs are open to applicants without a teaching license!

With this non-licensure early childhood degree online, you can pursue a variety of roles in early childhood centers, churches, and homeschool settings. You could even go on to teach in a private school or work as a paraprofessional in a public school. Partner with us and earn a degree that gets you where you need to go.

Can you earn an early childhood education degree online?

Yes! At Liberty, we believe you should be able to pursue your academic goals without putting your life on hold. That’s why our bachelor’s degree in early childhood education is available 100% online. You’ll have the flexibility to stay invested in your job, family, and community while getting the training you need to launch your career.

If you decide to take the optional field experience course as part of your Bachelor of Science in Early Childhood Education, you can complete the necessary hours at an approved location near you. That way, you can gain valuable hands-on training without having to leave your area.

Can you teach elementary school with a degree in early childhood education?

Early childhood education typically applies to children from birth through age 8. Thus, with a BS in Early Childhood Education degree online, you could become qualified to teach in a non-licensure capacity through the 3rd grade! Be sure to research the application requirements for any jobs you’re interested in to verify what type of education is needed.

What is the benefit of earning a non-licensure early childhood education degree?

Since many teaching jobs in public schools require state licensure, you may be wondering what advantage there is to pursuing a non-licensure bachelor of early childhood education. Typically, a licensure-track degree (e.g., a Bachelor of Education ) will require a certain amount of practicums, student teaching placements, and gate courses to ensure you meet all competencies for licensure. These things are critical if you want to become a licensed teacher – but there are many education roles you can pursue without licensure.

If you’re confident that you don’t need licensure at this time (e.g., if you’re looking to teach in a private school), the Bachelor of Science in Early Childhood Education provides a strong foundation in learning theory and instructional practice without requiring extensive field placements or other requirements associated with state licensure. Many non-licensure roles will still require a certain level of formal education, and this bachelor’s degree can help provide the training you need to pursue your career goals without requiring you to commit to student teaching placements and practicum hours.

What do you study in an online early childhood education degree?

Our early childhood education bachelor’s degree online can help you gain a solid foundation in a variety of subjects, such as biology, history, mathematics, geometry, and communication. This well-rounded base of courses can help ensure that you’re ready to guide students through a variety of subject-specific activities from pre-K through 3rd grade.

You’ll also dive into essential areas of education like learning theory, classroom management, instructional practice, and educational philosophy. Lastly, you’ll look specifically at the fundamentals of early childhood education, with an emphasis on the psychological development and learning needs of young children.

What topics are covered in an early childhood education degree?

Some of the topics you’ll study in this early childhood bachelor’s degree include:

• Approaches to teaching reading, including phonics, vocabulary, comprehension, fluency, and language development
• Basic theories and principles of child growth and development
• Best practices for teaching mathematics
• How family relationships, development, and content knowledge affect early childhood education
• How to develop a personal philosophy and apply it to teaching, lesson plan design, and delivery
• Learning theories and styles
• Methods for classroom management
• The promotion of wellness in early childhood education through good nutrition and safety for young children

Will this program provide any hands-on experience?

You have the opportunity to gain hands-on experience with an optional field experience capstone.

Does this program allow for transfer credit?

You can transfer in up to 75% of your total credits to Liberty’s online bachelor’s in early childhood education.

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Early Childhood Education

‌Early Childhood Education is a specifically designed program of study that meets educational requirements for South Carolina licensure in grades PreK-3.

Bachelor of Arts

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Eugenia hopper, ph.d..

Associate Professor and Coordinator of Early Childhood Education

Prince Building 119L

843-349-6943

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‌Early Childhood Education  is a specifically designed program of study that meets educational requirements for South Carolina licensure in grades PreK-3. Students pursuing this program of study become involved in a broad range of learning experiences. Study in the core areas of English, math, science, and social studies, as well as art, music, and physical education, prepares students for what they will be expected to teach in the public schools. These studies, along with instruction in child growth and development, teaching methodology, curriculum, and relevant off-campus clinical experiences, offer students a program rich in opportunities and professional growth.

The Student Experience:

• Coastal Carolina University offers two student organizations for education majors: The South Carolina Education Association (SCEA) and the national education honor society, Kappa Delta Pi. Learn more about these organizations   here .
• The Spadoni College of Education and Social Sciences is nationally accredited by CAEP (Council for the Accreditation of Educator Preparation) and the South Carolina Board of Education.
• Students who earn a degree from Coastal Carolina University and who are granted licensure by the state of South Carolina are eligible for reciprocal licensure* in every other state.
• The Early Childhood Education program includes extensive clinical experiences in area schools, beginning in the first semester of study in education and continuing through the internship experience at the end of the program. Clinical fieldwork begins with a focus on guided observation experiences, followed by expectations for individual, small group, and whole-class instruction.

*Does not mean full reciprocal. Graduates are responsible for contacting their respective state department of education to determine licensure eligibility. We can only guarantee licensure in South Carolina. 

Related Links

• EDEC Links   - helpful and informative Early Childhood Education resources
• Early Childhood Education 4-Year Plan 2023-24   - 4-year academic plan for the Early Childhood Education degree
• Early Childhood Education Brochure   - Informational brochure about the Early Childhood Education program
• Project BICYCLES   - Deborah L. Rooks-Ellis, Ph.D., an associate professor of early childhood education, and Rhonda Miller, Ph.D., an associate professor of special education, received a five-year grant, totaling nearly $1.25 million, for a teacher preparation project titled “Project Build Interdisciplinary Capacity to Yield Culturally-responsive Leaders in Early childhood-Special education (BICYCLES).”

Admission to the Program

All students enter the program as pre-majors. Candidates may complete a formal application for admission to the professional program in teacher education (PPTE) when they have completed at least 60 hours of college-level coursework and have met the following requirements:

• Earn at least a 2.75 cumulative GPA;
• Earn a "C" or better in ENGL 101, ENGL 102,  EDUC 111, EDUC 204, EDEC 276, MATH 201 and 202, HIST 201 or POLI 201, HIST 205, foreign language and eight hours of sciences;
• Pass all three areas of Praxis Core or meet the exemption policy;
• Successfully clear a criminal background composite disciplinary action disclosure statement;
• Complete a Professional Reference;
• Be missing no more than four core courses outside of the professional program.

(Candidates are reviewed for acceptance into the Professional Program in Teacher Education by the Portal I Faculty Committee.)

Areas of Study

Early Childhood Education majors take courses such as Child Development: The Young Child, Integrated Math/Science/Social Studies I, Early Childhood Programs and Curriculum, Strategies for Teaching and Learning with Literature, and Guiding Young Children's Behavior and Classroom Management.

TeachSC Resources and Support

Our partner, TeachSC, is a program that provides free support to anyone who’s thinking about becoming a teacher. When you sign up, you get perks like 1-on-1 coaching, up to $100 back in fee reimbursements towards expenses related to applying to our programs (including testing and fingerprints), and a chance to win a regional $1,000 scholarship!

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MIT Study Reveals Long-Term Benefits of High-Quality Early Childhood Education

This morning, the School Effectiveness and Inequality Initiative at the Massachusetts Institute of Technology (MIT) released the findings of a new study on the long-term effects of Boston’s preschool program. Using admissions lotteries, the research found that participation in the preschool program led to significant long-term improvements in academic and behavioral outcomes in children. 

From the study authors: 

This work studies the impact of Boston Public Schools’ (BPS) public preschool program using data on more than 4,000 preschool applicants from 1997 to 2003. The study leverages the randomization embedded in the BPS preschool lottery-based assignment process to compare the outcomes of students who won a preschool seat to students whose random lottery number was not high enough to win a seat.

Notably, compared to students who did not attend the Boston Public Schools preschool program, attendees in this study were more likely to graduate high school, more likely to take the SAT, more likely to enroll in college on-time, and more likely to ever enroll in college. Additionally, students who attended preschool had fewer school suspensions in high school and were less likely to experience juvenile incarceration. 

Read the full study here and the brief here .

According to the researchers: “As policymakers consider increased public investment in universal preschool, the research findings suggest that preschool can lead to long-term educational attainment gains through improvements in behavior. Furthermore, the observed effects across demographic groups suggest that all students are likely to benefit from universal preschool.”

The findings of this study add to the ever-growing arsenal of research and data that show the undeniable short- and long-term benefits of high-quality early childhood education. Preschool for 3- and 4-year-olds is an important element in a continuum of high-quality early learning and care opportunities that are proven to help children, particularly those from low-income families, develop the social, emotional, and academic skills necessary for success in school and life.

FFYF’s latest national polling shows that Republican and Democratic voters support early learning and care proposals and want to see their elected officials work together:

• 73% of Republican voters and 95% of Democratic voters support making preschool more available by providing it to all three- and four-year-olds whose parents want to send them, with no additional cost to parents. 
• 78% of Republican voters and 93% of Democratic voters support making child care more affordable by providing financial support to help working families pay some or all of the cost of quality care. What families pay would be on a sliding scale based on their income.
• A solid majority of Republicans say their member of Congress should work with Joe Biden on these issues.

A recent proposal from President Biden as part of the American Families Plan would invest $220 billion to ensure all families had free access to the high-quality preschool of their choice and $225 billion to reform and expand access to high-quality child care opportunities for working families, in addition to other crucial investments and supports. 

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Lack of Access to Child Care Impacts Child Well-Being

Earlier this summer, the Annie E. Casey Foundation released their annual KIDS COUNT® Data Book, which has been measuring child well-being at the state level since 1990. The report ranks …

How States Are Using PDG B-5 Systems Building Grants to Support Infants and Toddlers

The BUILD Initiative, ZERO TO THREE, and Start Early, recently released a new brief highlighting the strategies states are using to support infants and toddlers in their Preschool Development Grant …

FFYF’S 2023 State Fact Sheets

Our new analysis of all 50 states and Washington, D.C. shows that child care and early learning programs have tremendous impacts on young children, their families, and the economy at …

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Online Master of Science in Early Childhood Education

Prepare to make a positive impact on children 8 and under with this non-licensure program with our last cohort beginning Fall 2024.

Talk to an Advisor

ONLINE ECE OVERVIEW

Accelerate Your Career with Deeper Child Development Knowledge

This Master’s in Early Childhood Education program is designed for working professionals. While it is not an initial certification program, the non-licensure program aims to equip you to put childhood knowledge and theory into action to advance your career. You’ll gain the necessary qualifications to lead with expertise and take initiatives that help children age 8 and under grow and learn.

Erikson’s Online MSECE Program Is Multi-Faceted

The last term to begin this program is Fall 2024. Submit your application by August 2. This last cohort will complete their degree in Spring 2026.

30 Credit Hours

Fall, spring or summer start date, part-time: 3 years, full-time: 20 months, $1,157 credit hour, scholarships available.

Why Erikson

Earn Your Master’s in Early Childhood Education  in a Supportive Community

Gain a deeper understanding of young children with an online MSECE degree designed for working early education professionals.

Flexible Study Options

Study part-time or full-time with this 100% online MSECE program so you can better balance life, work, and your studies.

Career Services

Lean into Erikson’s comprehensive career advancement support.

Faculty Experts

Collaborate with our nationally recognized faculty, build a respected network of field experts, and learn from the field’s leading voices.

Comprehensive Classes

Our online program delivers an exceptional range of child development knowledge in small, personal classes.

Self-Reflective Supervision Seminars

Gain a professional toolkit so you can be your most effective. Learn resilience and healthy professional practices alongside experienced practitioners.

ONLINE MSECE FOCUS AREAS

Choose From Two Early Childhood Education Focus Areas or Electives

Based on your interests and professional goals, choose from two focus areas or a choice of electives.

You can also choose to pursue optional credentials.

Leadership & Advocacy Focus Area

Develop strong skills in management, working with adults, policy influence, and advocacy to position yourself as an effective and visionary early childhood leader in a variety of settings.

Social & Emotional Learning Focus Area

Learn skills and techniques that will enhance your abilities to work with young children who have experienced trauma and stress, and enhance their learning experiences and outcomes

FINANCIAL SUPPORT & SCHOLARSHIP OPTIONS

How Much Does an Online Master’s in Early Childhood Education Cost?

Your Online MSECE degree shouldn’t break the bank.

With dozens of scholarships and financial aid opportunities, we’re here to help you achieve your professional goals.

Financial Aid Options   Tuition and Fees

TALK TO A FINANCIAL ADVISOR 

Apply Now for Priority Scholarship Considerations

Applications received by March 15 th (for Fall) and November 15 th (for Spring & Summer) will receive primary consideration for scholarship awards.

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Erikson Institute Supports You Every Step of the Way

Our Career Services team is there for you in both the preparation and search for a job.

• Career counseling and workshops
• Annual job fair and networking events
• Interview prep and resume reviews
• Career placement program
• Student and graduate resume book

With hundreds of partnerships and robust networks of alumni and field experts, the Career Services team is here to help you put your education into practice.

Meet our Career Specialists

Hear from Our MSECE Alums

CAREER PATHS

Open New Doors with Your Erikson MSECE Degree

Once you graduate, you’ll be able to put your MSECE degree to work right away. Here are a few of the roles Erikson graduates take on after graduation.

Learn more about Career Services

• Education coordinator
• Early childhood program director
• Curriculum coordinator
• Bilingual, ESL/ELL teacher
• Social and emotional coordinator
• Prevention specialist

Explore a Few of Our Online MSECE Program Courses

See all Online MSECE courses

This course focuses on the study of social and emotional development in children from birth through age eight. It primarily considers how children experience themselves and others; the role of relationships in development; and the interaction of biological, psychological and social forces.

Throughout the course, culture is seen as shaping every aspect of human development, and is reflected in child-rearing beliefs and practices designed to promote healthy adaptation. Students are expected to acquire a working knowledge of the emotional and social domains of development through the integration of natural observation and use of media resources with relevant theory and research.

Other domains of development, including cognitive, linguistic and physical, will be discussed as they relate to social and emotional development.

This course is an examination of physical growth and development beginning with prenatal development and extending through eight years of age.

Areas of study will include the physical, neurological, motor, and sensory processes of maturation. Specifically, students will explore in depth the paths of typical development in these areas, and in addition will gain an entry level of understanding atypical patterns and events that lead to developmental disabilities and delays. General health, growth, nutrition, and wellness will be discussed as well the socio-cultural and socio-economic influences on these issues.

Students will gain an appreciation for the importance of health status and individual sensory profiles in children’s learning as well as the interrelationship of nutrition and physical movement in maintaining health and developmental progress. Strategies for observing neurobehavioral functioning in infants and children will be explored.

This course is designed to help students gain knowledge about diversity through an examination of social science research on child development, child rearing across cultures, and issues of equity, power, and privilege.

Among the variety of issues addressed in this course are strategies for developing and maintaining supportive relationships with children and families with a range of child-rearing practices, language differences, racial identities, cultural traditions, and economic vulnerabilities.

In addition, the course offers students opportunities for critical self-reflection about their cultural, racial, ethnic, sexual, and social class identities, and how to engage in responsive and reciprocal relationships with children, families, and communities different from themselves

Further your marketability with the Illinois Gateways to Opportunity ECE Credential.

Erikson Institute has partnered with Illinois Gateways to Opportunity to be able to provide an entitled application route for the Early Care and Education (ECE) Credential, Levels 2-5. Illinois Gateways to Opportunity credentials help demonstrate your content knowledge, skills and experience, especially to potential employers within Illinois.

The application process, timing and related costs may vary.

Erikson Professors are Leaders in the Field

Gain expert perspectives working closely with leaders in the field.

Erikson’s Early Childhood Education program faculty are nationally recognized. With specific research interests and decades of experience, each of our faculty enriches your academic experience, connecting you to new networks and the latest data.

Meet the Program Faculty

Online Master’s in Early Childhood Education Program FAQs

Find answers to the biggest questions students ask about the MSW program.

The principal difference between the two programs is that the online program does not lead to teacher licensure. If you are interested in earning your Illinois Professional Educator License, you should seek admission to the on-campus Master’s in Early Childhood Education program leading to initial teacher licensure.

The other key difference is in the culminating experience requirement for the programs: the on-campus program requires a two-semester student teaching experience while the online program requires a two-semester action research project. Otherwise, the two programs provide you with a deep knowledge of how children develop and learn in context, and the courses are taught by the same group of faculty who teach on campus.

The program is designed and delivered as a fully online program, and there are no in-person residency requirements.

We award over $2 million in scholarships to students enrolled in our degree and certificate programs. Erikson also participates in the federal Direct Loan programs, and assuming you meet all eligibility requirements, you will have access to both Unsubsidized and Graduate PLUS loans to help finance your Erikson education.

Yes. Almost all of our online students work either part-time or full-time as they are pursuing their Erikson degree. The program was designed specifically with working professionals in mind — the cohort model allows you to balance your work and Erikson course schedules.

The staff in our Field Education and  Career Services Office  will work with you to prepare you for seeking positions while you’re enrolled at Erikson and upon graduating from the program. You’ll receive feedback on your resume and cover letters, and we also maintain a job board on our campus portal where employers list part-time and full-time positions for which they’re hiring.

The Career Services team also plans an annual social work, early education, and child development job fair for Erikson students and alumni. In concert with the job fair, you can submit your resume to be included in an annual Resume Book that we distribute to organizations and managers who are interested in hiring Erikson students and alumni.

For each course, you will need access to a computer with internet access an average of five out of seven days a week, for a total of 10 or more hours per week. You can log in to Erikson Online anytime and anywhere, from any computer connected to the internet (home, work, computer lab, public wi-fi location, etc.). High-speed internet access is required (minimum speed of 512kbps is strongly recommended).

Hardware requirements:

• A personal computer running Windows 7 (or higher) or a Mac running OSX 10.7 (or higher) with at least 1GB of RAM
• Your system must be able to run the latest web browsers listed below:
• Chrome 86 and 87
• Firefox 83 and 84 ( Extended Releases are not supported*)
• Edge 86 and 87
• Safari 13 and 14 (Macs only)
• Monitor with screen resolution of 1024 x 768 (or higher)
• USB/Firewire web camera (or built-in camera)
• USB headset/microphone (or built-in speakers and mic)

Software requirements:

• Zoom (free basic account)
• Email software: Erikson email (@erikson.edu) is required; a free account is provided once you are accepted into the program

Because of Erikson’s small size, you’ll have access to a wide range of both informal and formal  student support services . These include:

• The Field Education and Career Services team will help you identify and apply for your internship placement. Erikson has hundreds of pre-approved internship sites, so you don’t have to worry about finding a placement site on your own.
• Advising about your financial aid options, including personal financial education, is coordinated through the Financial Aid Office.
• Academic advising is facilitated through your faculty advisor and program director.
• The Academic Success Center provides services to help you with the academic reading and writing expectations of your program. The Center also sponsors discussion groups for selected master’s program courses.
• The Director of Disability Services provides advising and support for students with disabilities and students who need accommodations for their academic work.
• WorkLifeMatters is a confidential student assistance program offered to all Erikson students through Guardian and Integrated Behavioral Health (IBH). You have unlimited access to consult with a professional counselor via telephone. Face-to-face counseling sessions are available, if needed, with an IBH network provider — and up to eight sessions are free of charge as part of WorkLifeMatters.
• Validated parking at a reduced rate is provided to Erikson students in three nearby parking garages. You will also have access to deeply discounted public transportation through the CTA U-Pass program.

Accelerate Your Career with a Master’s in Early Childhood Education

Erikson’s Online Master’s in Early Childhood Education will help you deepen your expertise in understanding childhood systems’ effect on young children’s development and success. Ready to get started?

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High-quality early child care and education: The gift that lasts a lifetime

Subscribe to the center for universal education bulletin, andres s. bustamante , andres s. bustamante assistant professor of education - university of california, irvine eric dearing , eric dearing professor, applied developmental & educational psychology - boston college henrik daae zachrisson , henrik daae zachrisson professor, department of special needs education - university of oslo deborah lowe vandell , and deborah lowe vandell professor, school of education - university of california, irvine kathy hirsh-pasek kathy hirsh-pasek senior fellow - global economy and development , center for universal education.

November 4, 2021

Debate continues on Biden’s “ Build Back Better” social infrastructure bill offering a historic expansion of child care and universal preschool. Early childhood education is a socially popular endeavor with strong bipartisan support and impressive evidence for meaningful impacts in the short and long term . Economic research examining the return on investment for early education suggests tremendous value ranging from $4 to $13 in return for every $1 spent from impacts on educational attainment, employment, health, truancy, and criminality.

Much of the data used in these projections come from classic “gold standard” interventions like the Abecedarian and Perry preschool studies. These were highly resourced projects that provided high-quality early education experiences to families from under-resourced communities. Can the findings from these studies be generalized to large-scale modern programs with children from a range of economic backgrounds? This is what is proposed in the new infrastructure bill as a universal pre-K model.

A new study published in Child Development  strongly suggests that sustained high-quality early education can have long-lasting impacts. Using the National Institute of Child Health and Human Development study of early child care and youth development as its base, this research followed 814 subjects of the original sample until the young adults were 26 years of age. These young adults had attended a variety of child care and preschool settings that varied widely in their quality of care. As this was a study of development of everyday children in everyday environments, it included families from low-, middle-, and high-income backgrounds in several locations around the country with access to high, middling, or lower quality of care when they were in early childhood. Remarkably, children from low-income backgrounds who had access to 24 months or more of high-quality early childhood education in their first five years were more likely to graduate from college and had higher salaries at age 26. In fact, the outcomes for these young adults who experienced sustained high-quality care were statistically indistinguishable from their higher-income peers.

Community-based early care and education, delivered at scale, can provide lasting impacts, and may serve as a catalyst for children’s success later in life—particularly for those from less resourced environments. Importantly, high quality was necessary for achieving these long-term outcomes. Recent findings from a study by University of Virginia Professor Bob Pianta and his colleagues make a similar point. High-quality early child care increases children’s readiness for school and narrows the so-called achievement gap by half. This means access to early education is not enough. Warm, safe, supporting environments that are rich with language and conversations, and offer many opportunities to play and engage in hands-on exploration are key. Sustained access is also critical in predicting long-term outcomes. Higher salary and college graduation rates were only evident for children who had two or more years of high-quality care.

The data are clear. Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education paves the way for parents to be in the workforce.

The data are clear. Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education paves the way for parents to be in the workforce. This is a win-win-win for society. But access alone and custodial care will not sow the benefits provided by high-quality early care programs.

As we continue the debate, let us keep the science of early learning clearly in mind. We need high-quality early childhood care to set children on trajectories that will enable them (and society) to thrive. The new research suggests that this goal is within our grasp and that it is scalable within everyday contexts.

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Teacher Education Program (TEP) Checklist

Early childhood education and exceptional needs (p-3), admission to tep: direct.

• Milestone A: Restricted Methods Qualified

Milestone B: Student Teaching Placement

Milestone c: student teaching authorization, milestone d: tep completion, milestone e: licensure eligible, milestone f: licensure action(s), after program completion.

Admission to the Teacher Education Program (TEP) is directly granted upon a student’s acceptance and enrollment at Purdue University, West Lafayette.

Early Childhood and Exceptional Needs Education Program Requirements and Milestones are determined by students catalog admission year and major. Please reference the 2024-2025 Early Childhood and Exceptional Needs Education Program Directory , the 2024-2025 Teacher Education Program Requirements and Milestones , and the Bright s pace course Teacher Education Program Guidelines, Requirements, & Resources for more information.

Any course substitutions must fulfill associated key assessments, degree requirements, and licensure requirements. Prior approval by the Office of Teacher Education and Licensure is required.

Milestone A: Restricted Methods 2 Qualified

• 2.50/4.00 Overall GPA (at time of Milestone A review) .
• Professional Education (including Professional Education electives) and Learner Specialty Pathway (if applicable) course grades “C” or higher, no “I” (Incomplete), no “Pass/Fail”
• Fulfill degree requirements as projected (2.00/4.00 Graduation GPA- see additional requirements in the Purdue University Catalog )
• Be in Good Standing³ with the University (at time of Milestone A review) .
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"My husband and I both read to her, but now she grabs the books and plays like she's reading to herself, using her imagination and making up words," says Breanne.

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Fostering Play in the COVID Crisis: Insights from Infant-Toddler Teachers

• Open access
• Published: 27 August 2024

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• Minsun Shin   ORCID: orcid.org/0000-0003-0531-5848 1  

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Play is pivotal in supporting young children’s holistic development. The COVID-19 crisis further highlighted the importance of play in supporting children’s well-being and in providing a sense of normalcy. Guided by the phenomenographic method, this study aimed to examine Korean in-service infant-toddler teachers’ experiences in fostering play in early childhood educational classrooms during the COVID-19 crisis. The study involved 10 infant-toddler teachers working with children under the age of three years at a large university-based childcare center. They participated in drawing tasks and in-person focus group interviews. The findings revealed that the pandemic caused and exacerbated barriers to everyday play. However, despite challenges, the participants demonstrated their strong commitment to play in the classroom, exhibiting resilience, adaptability, creativity, and resourcefulness. They continued to create a playful environment, support play in various forms, and prioritize play-based learning, demonstrating their strong commitment to play. One notable change expressed by the participants was limited social interaction during mealtime. This study found that the much-needed, unavoidable public health interventions during the COVID-19 crisis may have resulted in unintended consequences for infants’ and toddlers’ social-emotional and language development. Such findings reinforce the idea that play should remain at the forefront of education during the pandemic and beyond.

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Introduction

Play is unquestionably an integral part of young children’s development and learning. The importance of play was recognized as a human right in Article 31 of the United Nations Convention on the Rights of the Child (United Nations, 1989 ). From infancy, young children have an innate capacity to explore and learn about the world through play. Play is vital to fostering holistic development across motor, cognitive, social, and emotional domains (Copple & Bredekamp, 2009 ). Thus, early childhood curricular and pedagogical approaches are mainly play-based. Children’s right to engage in play and recreational activities was severely threatened by the global COVID-19 pandemic.

The COVID-19 crisis brought unprecedented changes to young children’s lives. During global lockdowns in 2020, most countries imposed early childhood center closures and issued stay-at-home orders (Idoiaga et al., 2020 ), resulting in limited peer interaction, changes in routine, and a decline in social-emotional well-being (Clemens et al., 2021 ; Fore, 2020 ; Orgilés et al., 2020 ; Wang et al., 2020 ). Parents of children aged one to ten in Ireland completed the online survey during the lockdown in 2020 and shared that school closures negatively affected children’s social and emotional well-being, resulting in tantrums, anxiety, clinginess, boredom, and under-stimulation (Egan et al., 2021 ). After the reopening of childcare, a new set of guidelines was implemented to mitigate the spread of the virus and create a safe environment for children, such as social distancing, wearing masks, not sharing materials, limiting group sizes, and rigorous disinfecting and cleaning procedures (O’Keeffe & McNally, 2021 ; Pramling Samuelsson et al., 2020 ). Though necessary, these guidelines further restricted play and socialization opportunities for children (Pascal & Bertram, 2021 ; Pramling Samuelsson et al., 2020 ). Consequently, young children had few opportunities to play and socialize, which limited their ability to build important relationships with others.

Infants and toddlers faced unique challenges in the time of the pandemic. The first three years of life are a critical period in human development. During this time, sensory pathways peak, including hearing, language, and higher cognitive functions. Early nurturing relationships with parents and caregivers significantly shape children’s brain development, social-emotional and cognitive skills, and future health and success in school and life (Zero to Three, n.d.). As many infants and toddlers are cared for by someone other than their parents, high-quality early childhood care settings are crucial to supporting young children’s overall development (Zero to Three, 2021 ). Thus, early childhood professionals play a unique and important role in enhancing the quality of care by strengthening relationships and cultivating emotional competence for infants and toddlers under their care and their parents (Brazelton, 1992 ).

The pandemic significantly altered the lives of infants and toddlers. Infants and toddlers thrive in routine-based caregiving. Due to lockdowns and subsequent social distancing measures, young children faced drastic changes in their daily routines, affecting their sense of stability (Imboden et al., 2022 ). As they had spent a significant portion of their earlier years in the confines of their homes, their opportunities to form social interaction skills with peers and teachers had been severely limited (Guevara, 2022 ). Young children exposed to the pandemic were likely to experience social-emotional delays, particularly during the first year of life, having difficulties comprehending social cues, communicating and interacting with peers, and regulating their behavior (Kuehn et al., 2024 ). In terms of developmental milestones, recent research has used the Ages and Stages Questionnaire to compare the early developmental milestones of infants and toddlers born near the pandemic with those before. This questionnaire, based on parent reporting, measures five areas of children’s development: communication, gross motor, fine motor, problem-solving, and personal-social. The results of these studies showed that a significant number of infants born during the pandemic were at increased risk of delays in communication, motor skills, problem-solving skills, and social-emotional development (Giesbrecht et al., 2023 ; Imboden et al., 2022 ; McCarthy, 2022 ; Sato et al., 2023 ). Furthermore, during the pandemic, young children with disabilities encountered significant barriers to accessing appropriate health and social care services (Paulauskaite et al., 2021 ), and referrals to early intervention declined due to limited access to such services (Kuehn et al., 2024 ).

The importance of play in helping children cope during uncertain and traumatic times is well-documented. Play is pivotal in early childhood for reducing stress, building resilience, dealing with adverse situations, and managing emotions (Chatterjee, 2018 ; Shonkoff, 2020 ), thus providing a sense of normalcy during the crisis (UNICEF, 2018 ). Studying young Israeli children exposed to terrorism, Cohen et al. ( 2010 ) highlighted that pretend play facilitates the construction of coherent trauma narratives and enhances the children’s ability to cope with traumatic events. Specific to COVID-19, Graber and colleagues ( 2021 ) conducted a rapid review in the early months of the pandemic, investigating the impact of quarantine, isolation, and other restrictive environments on children’s play. The review found that quarantine and restrictions changed children’s access to play and play opportunities. Although play might be restricted and altered during such times, it remains a critical focus area for promoting children’s health and well-being. In their virtual interview study conducted between August and October 2020 with 15 children aged 3 to 10, Graber et al. ( 2024 ) found that although children recognized changes to their play, play persisted despite restrictions. Play continued to be valuable, serving as an expression of the children’s adaptability, confidence, and positivity.

Despite its importance, play in the classroom during the COVID-19 crisis is less well understood (O’Keeffe & McNally, 2021 ). Very few studies have investigated early childhood educators’ play experiences in educational settings during COVID-19. Using an online survey, O’Keeffe and McNally ( 2021 ) examined the perspectives of early childhood teachers of children aged 4–7 years in primary education in Ireland on the role of play during the lockdown caused by the pandemic. As teachers transitioned back to in-person learning, COVID-related health and safety guidelines and requirements continued to affect play-based learning environments (Pascal & Bertram, 2021 ). Although some teachers voiced concerns about managing social distancing in play-based learning (Harmey & Moss, 2023 ), studies found that early childhood teachers working with children aged 3–8 years prioritized play, planned carefully for facilitating play in the classroom, and ensured the quality of play despite increased demands and COVID-19 regulations upon returning to classrooms after the lockdown ( O’Keeffe & McNally, 2022 ). Increasing concerns over academic learning loss have further restricted play in education, which can eventually exacerbate social-emotional disparities (Shin, 2023 ; Zhao, 2022 ). There is a paucity of literature examining how lockdowns and pandemic restrictions affected play in school settings (Rogers, 2022 ), and even fewer studies include the play experiences of infants and toddlers. Despite the fact that many infants and toddlers regularly attend daycare centers and were significantly affected by school closures, infants’ and toddlers’ experiences were often overlooked in studies of children’s play during the pandemic (Tisborn & Seehagen. 2024 ).

Given that researching play in the classroom is an important gap in the literature (Pascal & Bertram, 2021 ) and that our understanding of play among infants and toddlers is even more limited, examining infant-toddler teachers’ pedagogical practices regarding play during the COVID-19 crisis is imperative. Furthermore, perceptions of play are intertwined with and impact pedagogical practices, making it crucial to analyze.

The purpose of this study was to explore how infant-toddler teachers in Korea perceived and facilitated play during the COVID-19 crisis. The research questions addressed in this study were:

How do infant-toddler teachers conceptualize play?

How did infant-toddler teachers facilitate play in their classrooms during the COVID-19 pandemic?

Methodology

The phenomenographic method was followed to examine “qualitatively different ways in which people experience, conceptualize, perceive, and understand various aspects of, and various phenomena in the world around them” (Marton, 1986 , p. 31). The selected method involved drawing-based research and semi-structured focus group interviews. Semi-structured interviews, the most popular method for phenomenography data collection, were conducted to gain insights into teachers’ everyday practices during the COVID-19 crisis and the relationship between the participants and the phenomena (Han & Ellis, 2019 ). Defining play can be challenging despite its significance in the field of early childhood care and education. Drawing can provide an alternative way for participants to reveal complex ideas or beliefs that are not easily put into words (Albert, 2012 ). By discussing their drawings in focus group meetings, those producing the drawings become the key interpreters of their drawings (Bay, 2020 ), reflecting on and communicating the true meaning of their drawings and revealing further information about the symbolic and schematic visual representations they have portrayed. Drawings can provide new avenues for discussion. Thus, using both drawings and interviews can be meaningful and complementary.

Current Study Context

Following the first confirmed case of COVID-19 reported in January 2020 and unexpected spikes in confirmed cases in February, Korea’s Ministry of Health and Welfare (MOHW) issued a nationwide school lockdown on February 23 to mitigate the spread of the virus (Yu et al., 2021 ). It began as a temporary school closure for two weeks and was extended multiple times. Finally, in June 2020, the Ministry of Education (MOE) announced the reopening of childcare. The 2020 academic year was delayed by approximately three months from the usual commencement date of March 2 (Dong, 2023 ).

The Korean government prioritized childcare policy as a national task to combat a low birth rate, and since 2013 has begun to provide free access to early childhood childcare services for all children from birth to age five. Whether parents are employed outside the home or not, most families utilize childcare facilities in Korea, and thus, sudden childcare closings caused significant disruptions to families’ daily routines (Lee et al., 2020 ). During the period of school closure, only emergency childcare services were offered to children in need of care, including double-income families and children in grandparents’ custody. The prevalence of children attending such services increased from 10% in February to 51.8% in April (Choi, 2020 ).

Play-based and child-centered learning have also been emphasized and promoted in Korea (Dong, 2022 ). Two separate institutions oversee early childhood education and care (ECEC) with different historical origins: the kindergartens serving children aged 3 to 5 prior to entry into elementary schools are under the MOE, and the childcare centers serving children from birth until their entrance to elementary schools are overseen by the MOHW (Yu et al., 2021 ). In light of the government’s efforts to integrate education and care, Korea announced a national-level early childhood curriculum, the Revised Nuri Curriculum, which strongly emphasizes child-centered and play-based learning (Dong, 2022 , 2023 ). Due to the pandemic, however, early childhood professionals faced enormous challenges in providing child-centered and play-based learning, focusing on care over education (Yu et al., 2021 ) despite the significance of both care and education in children’s development. This raised an important question as to how teachers provide meaningful play-based learning while adhering to safety protocols.

Setting and Participants

This study was conducted at a large university-based childcare center in Seoul, Korea. The center offers a wide range of services, including academic research, student teaching, and community service. It offers play-based learning and a project-based curriculum for young children. After receiving Institutional Review Board approval, the researcher reached out to the faculty and program directors of the childcare center and explained the purpose of the study to obtain directors’ approval. All participants were repeatedly assured that their participation was entirely optional and voluntary.

In this particular setting, teachers of children under the age of three are called infant teachers. Based on the purpose of the study, I invited teachers working with 1- and 2-year-olds and referred to them as infant-toddler teachers. Young children under the age of three were called infants, sometimes older infants if they were two years old. To minimize confusion, I used the terms infants (1-year-olds) or toddler (2-year-olds) accordingly in this study.

Ten women infant-toddler teachers participated in this study—there were no men infant teachers working during the data collection period. All participants held bachelor’s degrees, and their teaching experience varied, as shown in Table  1 .

Data Collection and Analysis

The data consisted of drawing tasks and semi-structured focus group interviews. The interviews were conducted in person, and subsequently, the researcher decided to meet with small groups of participants. In total, three groups were formed, with four teachers in one group and three in the other two. The meetings were held on separate days, and each meeting lasted about an hour.

At the beginning of each meeting, the researcher thoroughly explained the purpose of the study to the participants and asked for their permission to record the interviews. Each participant was given blank white paper and colored markers for the drawing task. It was emphasized that the drawings were meant to facilitate discussion about play and not to judge the participants’ artistic ability. Paper measuring 5 × 7 inches (13 × 18 cm) was chosen to ensure that participants felt comfortable and not intimidated by the task. Infant-toddler teachers engaged in the drawing task based on a prompt: “Could you draw what you think of play?” After completing their drawings, they discussed their perspectives on play during semi-structured interviews, in which they delved into the impact of COVID-19 on play experiences, such as how things had changed and describing activities that went well or did not work regarding play experiences.

The interviews were conducted in Korean. The recorded interviews were transcribed verbatim in Korean and later translated into English. First, the researcher read through the transcripts comprehensively to gain a general understanding of the data before any coding. Then, the researcher read each transcript repeatedly and selected comments related to specific questions using open coding (Corbin & Strauss, 1990 ). Comments representing similar ideas or concepts were grouped, reorganized, and aggregated into broader categories using axial coding (Strauss & Corbin, 1990 ). The categories were reviewed, condensed, and refined through the selective coding process, finalizing core categories and corresponding representative comments to capture the essence of the data. The finalized core themes, guided by the research questions, will be discussed in the results section alongside the corresponding direct comments from participants to illustrate key points and provide a rich, contextual understanding of their experiences, ensuring that the voices of the participants are accurately represented.

“Playing is a fun way to learn about the world”

The drawings created by the teachers were quite intriguing, as their symbolic, literal, and affect-laden images revealed various characteristics and functions of infant-toddler play. In her drawing (Fig.  1 ), Teacher Nam wrote a comment in Korean, which she further shared about during the interview, that “playing is a fun way to learn about the world.” The affective side of play was depicted as a heart with two smiling infants inside and the word “joy” in Korean, clearly representing the joy and happiness that infants experience during play. She explained:

There is a big window in the daycare center , every classroom. It seemed that there were a lot of things that the children could see and feel through that window. So , starting from there , play can be nature-themed. What you feel while watching the bus is also made into play. So I drew the world I saw through the window. [Teacher Nam]

Her idea of play as a process of exploration and discovery was expressed in an image of a magnifying glass.

Children have all sorts of questions about the process or about various things. I drew a magnifying glass to symbolize exploration. Children play while exploring with the teacher. Also , the teachers provided enough play materials for them so that the children can play. [Teacher Nam]

Teacher Nam’s Drawing

Teacher Ho commented, “I think whatever toddlers do is play.” In her depiction (Fig.  2 ), she emphasized various forms of play, particularly freedom and self-chosen play activities. Teacher Ho regarded simply taking a break and observing other children as a form of play. She noted:

There are friends Footnote 1 who play with the teacher , and there are friends who just play alone. There are also friends in my class who like to read books and play quiet games. I just include a variety of games… And in games , teachers are always observing the children , with or without intervention. So I drew a teacher. I think I tried to show children being alone or thinking on their own or just listening , because I think the whole process itself can be play. [Teacher Ho]

Teacher Ho’s Drawing

When asked to share her opinion about play, Teacher Seo also highlighted the various forms of play. As shown in Fig.  3 , play can take collaborative or solitary forms, exemplified by a small group of infants with a teacher leading, an infant with a teacher, and an infant playing alone with a car. She commented:

I also think of the classroom scene , so I drew the classroom first. There are friends who play alone like this , there are friends who play with the teacher , or there are friends who talk while looking out the window. I think this is all a form of play. I think it’s something similar. Also , teaching materials. [Teacher Seo]

Teacher Seo’s Drawing

Teacher Jin was one of three participants who drew outdoor play (Fig.  4 ). Focusing on outdoor play, she highlighted that infants engage in different activities freely, physically, and actively:

I think I drew a little bit of outdoor play. Some friends are into cars, and some may be interested in a different thing, and then the activity changes a little depending on that interest. I have friends who like to move freely with their bodies. [Teacher Jin]

Teacher Jin’s Drawing

“Babies can’t keep their distance”

The idea of play as exploring and freely chosen activities did not really go well with COVID-19 mitigation strategies, especially social distancing. Teacher Nam commented, “We provide support so that everyone can play individually.” Maintaining a safe distance between infants proved to be significantly challenging for the participants. With fewer infants and toddlers attending the center, Teacher Chang opted to support whole group play activities.

I think last year , outdoor activities were limited. But fewer kids came to the center. Babies can’t keep their distance in this place. Even though there is a rule , ‘Don’t play together in large groups , ’ it’s actually impossible. When we play with materials , we all get together and play. In the classroom , we do fewer cooking activities. Playing with water together is a bit cautious. [Teacher Chang]

Outdoor play and even nature walks exploring the neighborhood with toddlers, paired up, and holding hands, were limited and discouraged. Teacher Son added:

So I used to walk around our neighborhood quite often. There are so many places to go for a walk around here. I said , ‘Hold hands with friends and walk together.’ But now we can’t. I haven’t been able to go out at all since last year. [Teacher Son]

Other participants made similar comments, expressing their concerns about the possibility of encountering others during the walk; thus, outdoor walking activities were limited.

Additionally, participants described limitations on certain types of activities that infants and toddlers engaged in, including cooking, sensory, and group activities. Teacher Seo and Teacher Ho, who had worked together the previous year, were especially saddened by limitations on engaging in cooking and sensory activities. They especially lamented the inability to do cooking activities since, right before the pandemic, they had implemented a thematic unit on insects, going on a nature walk, exploring insects, cooking insect-shaped gelatin jelly, and discussing the critical need to protect insects. Teacher Ho said, “A sensory game was not allowed, as children would put things in their mouths.”

“We just support the same thing”

Despite the various changes, challenges, and disruptions that occurred, participants still maintained positivity, demonstrating great resilience and adaptability. Teacher Min beautifully articulated, “It is more like a difficulty than a ‘cannot do’.” In Teacher Yoon’s words:

I can’t even play in the water , so there are restrictions on that. There were restrictions on things like events , not being able to hold events for parents. Other than those , we just support the same thing , and we just pay a little more attention to hygiene and quarantine rules. [Teacher Yoon]

Participants approached challenges positively and worked around the difficulties that arose. They demonstrated their unwavering dedication to supporting and facilitating the play ideas of infants despite encountering various restrictions and constraints. The following is a notable example of how Teacher Jin continued to meet infants’ interests and support free play in her classroom. She started her day by going outside and digging up some sand. She recalled the memory fondly:

There is a certain amount of time playing with sand outside. There is a set time for outdoor play. But then again , there were a lot of friends who liked construction games at that time. It was at that time that we continuously saw the confirmed case. Outdoor play was a bit limited. So , I think like ‘Let’s bring some sand to the classroom.’ I dig up some sand , bring the sand into the classroom , and pour some sand into a small container… I think I provide some kind of support so that children can play freely. I think the kids liked it (laughs). When changing pants , sand is like pouring out (laughs). When shaking those pants , more sand just poured out (laughs). [Teacher Jin]

Many individuals expressed difficulty engaging in water-related activities during the pandemic. Participants shared fond memories of the water play they used to do prior to the outbreak. The children could play with a fountain in the playground and a pool installed on the rooftop. Children wore swimsuits; sometimes, even teachers wore sport swimsuits as well and splashed around and played in the pool together. As demonstrated in the excerpt below, Teacher Jin brought natural outdoor materials into the classroom, introducing a water bin to further pique infants’ interest in water. Although the water bin might be comparatively smaller in scale than the pool, she enhanced the level of water play by offering new materials and suggesting new play ideas.

There are many children [infants] who especially like water. Especially at that age , kids gather in the bathroom and play with the water. This year , I put water in a large transparent container and kept the container in the classroom on the floor. There is no limit to when to play with water. I think that water itself can be regarded as a play material. Every time the children come , they just play differently , even with the same water. I continue to provide some support for that. At first , children simply use cups , and later , they make juice while role-playing in the classroom. Then , I mix the colors into the water later. Little by little , I support these different ideas in children’s play. I tried to plan for the water play before I came to work…my friends played with the water container for a month. [Teacher Jin]

Tyrannosaurus, Cameras, and Syringe

The importance of play tailored to infants’ ongoing interests was emphasized by the participants. Teacher Kim depicted images of play materials, which represented not only play activities involving objects but also the current interests of infants in the classroom (Fig.  5 ). She recalled:

I also thought about what my friends [infants] were doing today and how they were playing together. I drew those. I enjoy playing with the kids who are playing. I have a friend who always asked me to draw a tyrannosaurus , so I drew a tyrannosaurus. I mainly focused on the fun play materials we had. Photography , playing with the camera , running , cars , and building blocks , which infants usually like. [Teacher Kim]

Teacher Kim’s Drawing

For infants and toddlers, play is based on what happens around them and their real-life experiences. In particular, pretend play demonstrates how infants role-play various scenarios and experiences, make sense of the world, and cultivate imagination, creativity, and communication skills. Teacher Kim recalled with a laugh:

Today , a friend [infant] made a little camera out of blocks , maybe because the child went to take family pictures not long ago. […] That friend put the camera on the desk and said , ‘One , two , three , and click.’ We pretended to take pictures together. I remember playing and taking pictures with them. [Teacher Kim]

It was intriguing to see such distinct activities taking place in different classrooms. While infants in Teacher Kim’s class enacted family picture day and explored their fascination with dinosaurs, toddlers in Teacher Jung’s class were engaged in very different play ideas, as shown in Fig.  6 , and she recounted in the interview:

I drew the things that come to mind when I think of play , one by one…And it’s a syringe. I drew the syringe because my class is currently playing with the theme of a hospital game. So I drew the syringe , and also because the children like to play with giving shots , that’s why I think of the syringe when I think of play. And the train next to here , this is one of the topics I did last year… I also enjoyed playing trains with my children , so I drew trains. [Teacher Jung]

Teacher Jung’s Drawing

Nonetheless, the participants expressed that they actively engaged in play with infants and toddlers and thoroughly enjoyed playing with them.

“We were like all just sitting and eating separately.”

Many participants discussed changes relating to mealtime. Before the pandemic, they usually sat and ate together and then brushed their teeth with the infants and toddlers after meals. Participants perceived mealtime as a valuable and natural opportunity for social interaction and for teaching good eating habits and personal hygiene. As Teacher Chang shared in the interview:

The teacher can advise on eating habits while eating together… Before the pandemic , we’d eat together and talk happily. In this way , eating habits were taught naturally. But now , it’s difficult right now. After all the children have been fed , we just eat quickly at the end of the day. [Teacher Chang]

Teacher Ho conveyed her concerns regarding the implications of adhering to social distancing protocols during mealtimes, specifically the potential hindrance in terms of social and language development.

When we ate , we faced each other. We ate while conversing. Now we sit in a line , one direction like this , like a row (sighs softly). I don’t know what friends are doing or eating. It seems that sociality and language development are very delayed. When it got really bad [with more confirmed cases] around summer , we were like all just sitting and eating separately. Here. Here (gesturing at desks far apart). Distanced from each other. Back then , we were all separated. [Teacher Ho]

Given that Korea imposed a strict policy of mandating wearing masks indoors, teachers, staff, and family members had to wear masks, except during mealtimes. Teacher Min especially expressed her awe that infants were born into a world where wearing masks was the norm.

But now that I think about it , the children who have lived less than a year or two are living wearing the mask. That’s the saddest thing…So , for the kids who aren’t yet brushing their teeth correctly , because we’ve been vaccinated , I took off the mask and showed them how to brush properly. Then , the children were so surprised the first time they saw my face. Well , when I eat , they come so close to my face , look at my face like this , and ask me to show my face to them. So , is this really the aftermath of the post-coronavirus? That part is just sad. We are also really frustrated. When I have to take my mask off when brushing my teeth or eating , the children come to me and stare at me. [Teacher Min]

Teacher Min highlighted sociality as critical to infants’ development and learning. She also emphasized how the little moments in everyday practice afforded opportunities to build relationships in a nurturing, interactive environment.

It is more like a difficulty than a cannot do. So regardless of whether it is with infants or toddlers , in the same space teachers and children communicate with each other and build relationships… Sociality is the most important thing. For example , even if we don’t play anything special , we can communicate with each other just by looking at each other’s faces and playing peek-a-boo. Conversing while feeding a spoonful of food to friends is how we build relationships. Those parts are a bit limited due to the mask-wearing. [Teacher Min]

The first three years of life are the most significant in a child’s development, and play is critical for infant - toddler learning and development. Through play, young children learn to explore, discover, problem-solve, and interact with others, supporting their cognitive, linguistic, physical, and social development (Copple & Bredekamp, 2009 ). During the pandemic, recognition of play as vital for children increased (Chatterjee, 2018 ; Graber et al., 2021 , 2024 ). Despite the widespread premise about the importance of play during the crisis, limited information has been available on how pandemic restrictions affected play (Rogers, 2022 ) and how early childhood professionals incorporated and facilitated play experiences within educational settings during the global pandemic (O’Keeffe & McNally, 2021 , 2022 ; Shonkoff, 2020 ). Furthermore, there is a scarcity of studies examining the play experiences of infants and toddlers in educational settings during the pandemic (Tisborn & Seehagen. 2024 ). Thus, the play experiences shared by infant-toddler teachers in Korea during COVID restrictions could bring forth interesting insights into the world of infant-toddler play under social distancing restrictions or the lack of access to outdoor play or play in general.

The infant-toddler teachers in this study expressed that the pandemic exacerbated barriers to everyday play. The Ministry of Education and the Ministry of Health and Welfare in Korea imposed various mitigation measures to prevent the spread of the COVID-19 virus. Consequently, teachers faced limitations in providing certain activities, such as nature walks, outdoor play, cooking and sensory activities, and water play. Infants and toddlers, therefore, missed out on social interactions and outdoor experiences, which could hinder their holistic development (Barron & Emmett, 2020 ; Pascal & Bertram, 2021 ; Pramling Samuelsson et al., 2020 ). The infant-toddler teachers in this study also felt challenged by social distancing guidelines, as it was almost impossible to enforce social distancing rules on infants and toddlers and not allow them to play as a group.

Despite the challenges faced, infant-toddler teachers in this study demonstrated their strong commitment to play within the classroom (O’Keeffe & McNally, 2021 , 2022 ) and their dedication to supporting children during the pandemic (Pramling Samuelsson et al., 2020 ). They exhibited resilience and adaptability, saying, “It is more like a difficulty than a cannot do.” The participants in this study demonstrated how creative and resourceful they were in cultivating and prioritizing play-based learning, even during the pandemic restrictions. Through their comments and affect-laden drawings, the teachers shared their perceptions of play as a fun and pleasurable experience. The affect-laden images included in their drawings, such as infants’ smiling faces and hearts, conveyed a sense of fun, pleasure, and playfulness. In addition to describing the emotionally charged side of play, the infant-toddler teachers discussed creating playful environments that encourage exploration of the world and support children’s learning and development. Strict and mandated health guidelines prompted the teachers in this study to search for creative yet exciting ways to continue supporting fun play activities in their classrooms. For instance, when outdoor play was not feasible, Teacher Jin, who depicted outdoor play in her drawing, brought the outdoor activities inside and created a playful environment. Materials, including a water bucket and a sandbox, were provided to meet the children’s interests in natural materials. The importance of providing various play materials for infants and toddlers was mentioned in the interviews. With regard to infant-toddler play, it is essential for teachers to plan learning through play based on careful observations of infants’ and toddlers’ ever-changing development status, interests, and needs and to provide materials that match their interests and needs in an active and interactive environment (Recchia & Shin, 2010 ; Shin & Partyka, 2017 ; Page et al., 2013 ). Simply keeping varied play materials available in the classroom may not be enough to facilitate infant-toddler play. Not only did these teachers offer new play ideas and add different materials to elevate the level of infant-toddler play, but they also actively joined in the play themselves (Aras, 2016 ; Pramling Samuelsson & Johansson, 2009 ). Korean in-service infant-toddler teachers were also playful and joyful themselves, having fun along with the infants and toddlers. Engaging in play activities not only benefits children but also brings a sense of enjoyment to teachers. To nurture play among infants and toddlers, it is vital that teachers recognize the significance of play as an essential activity for both children and teachers and, more importantly, become play partners or players themselves.

For infants and toddlers, play is based on what happens around them and their real-life experiences. In particular, pretend play demonstrates how infants role-play various scenarios and experiences, make sense of the world, and cultivate imagination, creativity, and communication skills. Infants in this study engaged in diverse play activities, from taking photos with a block to playing doctor with a toy syringe. One notable point in this study’s findings was that the teachers scaffolded play through various patterns in their classroom activities, which can be done individually, with a partner, or with a small group with or without a teacher. Traditionally, solitary play was believed to be the least mature level of play. On the contrary, the teachers who participated in this study suggested that choosing to play alone does not equate to a lack of enjoyment, valuing infants’ diverse ways of being and playing in the classroom. The possibility of play patterns varying considerably due to the pandemic deserves attention. The teachers in this study had to alter the dynamics of group play, supporting more independent play due to the crisis (Dong, 2023 ). It is worth noting that independent play can be a sophisticated form of play, and some infants may prefer it over playing in a group. Individual differences and preferences should be fully acknowledged, and teachers should respect infants’ own ways of being, acting, and playing at their own pace (Jung, 2013 ; Shin & Partyka, 2017 ). The way that infant-toddler teachers can support and elevate the quality of independent, solitary play to a more complex level is noteworthy.

During the pandemic, many childcare centers—if not all—in Korea, the United States, and around the world were obliged to adjust their routines, including eliminating indoor drop-offs and pick-ups and implementing temperature checks at the door (Shin & Puig, 2023 , Pramling Samuelsson et al., 2020 ). Young children’s daily transition between home and the childcare center was significantly altered, affecting their sense of stability (Imboden et al., 2022 ). Another notable change expressed by the participants was their mealtime routines amid the pandemic. Routines are fundamental to high-quality infant care and promote rich interactions between children and teachers. In addition, mealtime and other daily routines provide unique opportunities for teachers to observe and learn more about infants’ development and are crucial for strong relationships with infants (Gonzalez-Mena & Eyer, 2014 ). In adhering to pandemic regulations, infants and toddlers in this study ate their meals, individually separated from each other rather than the whole class sitting and eating at one long table. This can also be a significant routine change for teachers since they were used to sitting with the infants and toddlers, conversing, modeling eating behavior and manners, and discussing healthy eating habits and personal hygiene. Teachers felt challenged and restricted from promoting healthy eating habits, table manners, and social interactions. Although brushing teeth after mealtime was the norm or custom in this center, having a meal is universal, and mealtime rituals can be cultural practices that differ across individuals and groups. This study raises questions about how the pandemic affected cultural practices during mealtime, which deserve further exploration. Mealtime, in particular, has been a neglected area of study in group care environments (Hallam et al., 2016 ). Given the importance of mealtime as an invaluable learning opportunity, future studies should focus on how early childhood teachers intentionally promote holistic development and cultivate a sense of togetherness during meals.

Mandated mask wearing posed challenges. Under strict restrictions, adults had to wear face masks at all times, except when eating snacks and lunch (Dong, 2023 ). The infant-toddler teachers in this study expressed their concerns about delayed language and communication skills among infants and toddlers due to this requirement, but their main concern was the deprivation of the sociability of infants and toddlers (Shin, 2023 ). As Teacher Min articulated, engaging in conversations and playing simple games, such as peek-a-boo, are great ways to foster socialization. Unfortunately, wearing face masks can impede these activities. Teacher Min described how curious and surprised-even shocked-the infants were when they saw her face without a mask. She also expressed her empathy toward infants born during the pandemic who had spent most of their lives seeing adults around them wearing masks. Mandated mask wearing was a much-needed public health intervention during COVID that may have resulted in unintended consequences regarding infants’ social–emotional and language development; thus, further examination is warranted.

Limitations

Although the results brought forth interesting findings about the ways infant teachers supported infant play during the pandemic, the results should be considered in light of certain limitations. First, this study was conducted at a specific university-affiliated center in Korea with a small sample of infant teachers. This site is also committed to play-based, child-initiated learning; therefore, infant teachers may have already been interested and invested in play in early childhood care and education. Second, due to COVID-19 restrictions, visiting and observing the teaching pedagogy in the classroom was impossible. Thus, the study was based solely on the teachers’ self-reported experiences described during in-person focus group meetings. Finally, this study employed both a drawing task and focus group meetings. Using drawings as a tool can yield valuable insights into the thought processes of participants. However, they may feel uneasy with a drawing task, even though the researcher emphasized that no artistic skill was expected.

Nonetheless, this present research using a combination of drawings and focus group interviews can offer valuable insights into Korean in-service infant-toddler teachers’ play experiences during the COVID-19 pandemic. While teachers in this study expressed their concerns for social-emotional and language development of infants and toddlers, they persistently fostered an atmosphere conducive to play and supported learning and development in their classrooms, showing resilience, creativity, and resourcefulness. The lasting impact of the COVID-19 pandemic on infants’ and toddlers’ development and learning is still unknown. Many researchers and experts, however, have proposed that any setbacks can be temporary and remedied thanks to neuroplasticity. Nurturing relationships and opportunities for play are of paramount importance. High-quality early care was found to be positively associated with development during the pandemic, especially at the age of three years (Sato et al., 2023 ). Such findings reinforce the belief that play should be prioritized and remain at the forefront of education.

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Shin, M. Fostering Play in the COVID Crisis: Insights from Infant-Toddler Teachers. Early Childhood Educ J (2024). https://doi.org/10.1007/s10643-024-01742-5

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Accepted : 03 August 2024

Published : 27 August 2024

DOI : https://doi.org/10.1007/s10643-024-01742-5

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