Communing at a Distance?
Critical Early Childhood Communities Amidst a Pandemic
Abstract
What is the shape of the early childhood classroom community in the midst of a pandemic? How might critical communities emerge in the face of physical distancing and pandemic fears? Is connection possible when masked and six feet apart? Through the narratives and reflections of a classroom teacher, this paper explores the co-creation of a PreKindergarten classroom community amidst the challenges and limitations of COVID-19. It examines notions of authority, resistance, connection, and dissonance as essential elements of the critical work with young children. Through narratives of the everyday experiences of the children and their teacher, this paper addresses ways in which deep connection, vulnerability, and questioning of the status quo emerged during the 2020-2021 school year
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