COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education

"Despite some countries making concrete efforts to reach pre-schoolers and their families, pre-primary education was largely absent from initial education responses to the pandemic. In countries where remote learning is available, the challenges associated with it...are even more pronounced in pre-primary education."

Despite research showing that quality pre-primary programmes can reduce inequality by closing the achievement gaps caused by poverty, 8 out of 10 children in low-income countries are missing out on early childhood education (ECE) opportunities. As outlined in this report, the COVID-19 pandemic has exacerbated the learning crisis, especially among vulnerable and marginalised children, even though they stand to benefit the most. This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps, and promising practices through 10 country case studies that align with research on how young children learn.

The paper begins by sharing key data from the joint United Nations Educational, Scientific and Cultural Organization (UNESCO)/United Nations Children's Fund (UNICEF)/World Bank survey of 122 ministries of education on which it is based. For example, most reporting countries were not requiring pre-primary teachers to continue teaching remotely, either online or by providing supports to TV/radio-based learning, by mobile phone, or delivery of paper-based materials to households. In comparison, most countries required primary teachers to continue teaching by one of those means. Furthermore, most reporting countries did not provide pre-primary teachers with instructions on remote learning, or training on the use of remote-learning platforms. This contrasted with most countries providing such support to primary teachers.

Next, the paper looks in detail at each of the 4 key remote-learning modalities for pre-primary learning - online platforms, broadcast media, print materials, and mobile phones - reviewing the evidence base and promising practices for each. For example:

• Online platforms - Selected suggestions: Go beyond a simple repository to incorporate structure, scaffolding, and opportunities for reflection and feedback; build on existing remote-learning systems; embed personal contact between teachers/caregivers and children; and understand and strategise about the barriers to accessing online learning platforms.
• Broadcast media (TV and radio) - Selected takeaways: The potential reach of TV is greater than radio in all regions but Eastern and Southern Africa; many countries are relying on existing evidence-based, high-quality educational television programming (e.g., Sesame Street); and interactive radio instruction can work well with the support of an adult facilitator.
• Paper-based materials - Selected suggestions: Link printed learning materials to children's daily lives; and consider distributing reading materials to pre-primary children.
• Mobile (social messaging applications (apps), calls, and short messaging service, or SMS) - Selected takeaways: Phone calls and mobile-based apps are frequently reported as the main way that teachers are reaching students during COVID-19 school closures; support through mobile-based apps can be manually initiated by teachers or facilitators, or be automated to link parents with resources or targeted messaging; and call- or text-based support, which require only a basic mobile telephone, have been found to increase parents' engagement and young children's learning.

Key recommendations include:

• Ensure pre-primary learners are meaningfully included in COVID-19 remote learning responses.
• Combine multiple remote modalities to increase reach and impact.
• Leverage and contextualise existing evidence-based remote early learning resources.
• Ensure pre-primary remote learning is paedagogically sound (e.g., is based on clear learning goals, logical sequencing, and coverage of all key development domains, as well as being engaging for young learners and caregivers).
• Engage and support parents and caregivers of pre-primary children at home.
• Support pre-primary teachers and educators in their new role.
• Monitor how remote learning offerings are being used by children and their caregivers.

The case studies conclude the paper, and include:

1. Bahamas virtual learning for preschool
2. El Salvador online learning for initial and preschool education
3. Digital early childhood development platform in Kosovo
4. Interactive Radio Instruction for pre-primary children in Malawi
5. Expanding access to Sesame Street in the Americas
6. Educational TV with Ubongo's Akili and Me in sub-Saharan Africa
7. Educational TV and teacher supports in Indonesia
8. WhatsApp-based early-learning support in Jordan
9. Scaling-up remote community ECE support in Turkey

In conclusion: "Making quality pre-primary remote learning resources available will better prepare countries for future crises."