‘Maslow before bloom’- teachers’ views on the impact of e-learning on post-pandemic early childhood education pedagogy
Namita Bhatt, Amreen Vajawala
Social distancing is being enforced across the world in response to Covid19 pandemic that has led to closure of schools. To avoid total curriculum disruption during Covid-19 pandemic, education has now shifted to e-learning, which has led to challenges to both educators and the learners. Transitioning from traditional face-to-face learning to online learning can be an entirely different experience for the learners and the educators that they were not prepared for. Data of this study was collected from 80 teachers, by a mix method approach and aimed to study the impact of e-learning on pedagogy specifically focusing on teachers experiences of teaching in the pandemic. The study found that teachers had been lacking information and communication technology (ICT) knowledge and were highly unprepared for this phase of education. Also parents cooperation during teaching, usage of developmentally appropriate practises, various challenges as well as perks of online teaching as well as their overall experience as described by the teachers is mentioned in the paper.
Namita Bhatt, Amreen Vajawala. ‘Maslow before bloom’- teachers’ views on the impact of e-learning on post-pandemic early childhood education pedagogy. International Journal of Humanities and Social Science Research, Volume 7, Issue 5, 2021, Pages 51-56