ABSTRACT
The COVID-19 pandemic led to substantial impacts on children, teachers, and families in early childhood education and care settings in Australia. Using a research by design methodology, this chapter draws on findings from an early childhood placement project during 2020 in Melbourne, Australia. The realities of the return to kindergarten after a series of lockdowns and ongoing COVIDSafe restrictions were shared by 20 pre-service teachers and 20 early childhood mentor teachers during a five-week professional experience placement. Positioned within an adapted version of Bronfenbrenner’s ecological systems theory, this chapter analysed the findings from the project through a socio-ecological theoretical framework. Stories told by participants revealed the complexities and impact of lockdown on children and the adaptability required by early childhood teachers during this time.
