How have early years teachers in one setting adapted to meet the learning and developmental needs of children during the COVID-19 pandemic and what considerations have informed their practice?

Schools are currently continuing to experience the effects of the pandemic with uncertainty as to the longer-term outcomes for children, young people, families and education settings. This case study focuses specifically on how teachers in one early years setting adapted their practice to meet their children's learning and development needs during this challenging period. Data were collected via interviews with three early years teachers and analysed using thematic analysis. A focus group, research diary and school policies further contributed to the data set and allowed for the triangulation of themes. Findings present individual and systemic considerations that supported teachers to adapt practice. Limitations and implications for future research and practice are discussed. The research highlights the benefit of holistic approaches to learning and development, within whole school/setting communities. It is suggested that such approaches can help to bolster against the negative impact of significant events now and in the future.