Remote literacy instruction and curriculum for pre-K: Educators’ and parents’ perspectives

Research has consistently demonstrated that quality instruction in Pre-Kindergarten (Pre-K) plays a tremendous role in building a foundation for literacy, particularly among disadvantaged students. The COVID-19 pandemic significantly impacted the instruction provided in Pre-K classrooms worldwide. Pre-K students who were typically instructed using play-based interactive learning techniques were forced to learn in virtual environments, often using unfamiliar technologies. Educational research identified this sudden and unplanned instructional shift as emergency remote teaching (ERT). The present study was conducted to understand educators’ and parents’ perspectives about the nature and impact of the transition to remote literacy instruction in Pre-K settings. An online survey was developed and administered in collaboration with the school district leadership of a mid-sized urban city in the Mid-Atlantic United States. Findings highlighted changes centered on the content and delivery of literacy curriculum and available support and resources for remote learning.. Due in part to the unprecedented nature of a pandemic of this scale, educators and parents shared that there was a struggle to implement an early literacy curriculum and their unfulfilled needs concerning literacy instruction.