Educators’ Perspectives on the Impact of theClosing of Schools and Early Childhood Settings during COVID-19 on the Wellbeing of Children Transitioning to Primary School

Abstract

Promoting the wellbeing of children has become the underpinning of educators’ practice in recent years. With its multi-dimensional definitions, wellbeing is a term that encompasses many meanings. The physical, psychological, social, and emotional aspects of a child’s state of being all need to be considered when determining their current state of wellbeing. Positively nurtured wellbeing in children does not mean that their life will be free from stressful situations and negative emotions, but more so that they are equipped with the inner strength to deal with these situations appropriately as they arise. One such situation in recent times which has certainly impacted on the wellbeing of children is the COVID-19 pandemic. This study endeavours to focus on the impact on of COVID-19 the wellbeing one group of children, those navigating their way through the transition to junior infants. The transition to junior infants is often an exciting and wonderful prospect for children but can be daunting and overwhelming for others. The closing of schools and early childhood settings due to COVID-19 restrictions meant that children spent almost six months away from their everyday routine. The loss of opportunity for regular interactions with their peers and the encouragement of key figures in their lives such as early childhood educators meant that the preparation for ‘big school’ this year was significantly different to any other. The perspectives of early childhood and junior infant educators can provide an insight into how these children found their way through such a unique experience. First-hand accounts of those first few weeks after returning to school, will inform the researcher on how these children responded to such a unique and challenging set of circumstances. Gaining an understanding of how educators adapted to the current context, will allow for further reflection and planning for future situations where children’s wellbeing may be impacted.