The impact of the Covid‐19 global health pandemic in early childhood education within four countries

Lynn McNair*, John Ravenscroft, Irene Rizzini, Kay Tisdall, Linda Biersteker, Fortunate Sindisiwe Shabalala, S’lungile K. Thwala, Clement N. Dlamini, Malcolm Bush, Malibongwe Gwele, Lizette Berry

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

The recent COVID-19 global health pandemic has negatively affected political and economic development in communities around the world. This paper shares the lessons from our multi-county project UKRI GCRF “Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts” on how children in communities in Brazil, Eswatini, South Africa and Scotland have experienced the effects of the pandemic. This paper benefits from having the co-authors from various countries, bringing their own located knowledge to considerations of children’s rights and early childhood education in the wake of the pandemic. The authors discuss different perspectives on children’s human rights within historical, social and cultural contexts, by doing so we will discuss how the global pandemic has placed a spotlight on the previous inequalities within early years education and how the disparity of those with capital (economic and social) have led to an even greater disproportion of children needing health and educational support.
Original languageEnglish
Number of pages12
JournalSocial Inclusion
Issue number2
Early online date11 Mar 2022
Publication statusE-pub ahead of print - 11 Mar 2022

Keywords / Materials (for Non-textual outputs)

  • children’s rights
  • Covid-19
  • early childhood
  • sustainable development goals


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