TY  - JOUR
TI  - Capturing Early Childhood Educators’ Learning Process in the New Normal: A Case Study of a Group Childcare Center in British Columbia, Canada
PY  - %2022/%06/%20
Y2  - %2025/%06/%07
JF  - JÉ«»¨ÌÃÂÛ̳ Institutional É«»¨ÌÃÂÛ̳
JA  - IRJ
VL  - 20
IS  - 1
SE  - Articles
DO  - 10.7719/irj.v20i1.851
UR  - https://doi.org/10.7719/irj.v20i1.851
SP  - 65-83
AB  - Childhood educators are adjusting as they transition from the global pandemic to the new normal. This qualitative study explored the learning processes facilitated by teachers for children in a group childcare center in British Columbia, Canada, during the new normal. The case study identified six teachers who were purposefully identified based on the following criteria: being licensed childhood educators, teaching in the facility, and showing a willingness to participate in the study. The twenty young children were likewise chosen considering these conditions: they are enrolled in the facility, aged three to four, and their parents gave their written consent. In-depth interviews, classroom observations, photographs, and field notes were utilized. Trustworthiness was also observed in the study. Findings reveal three emerging themes: engaging children in deliberate play-based activities streamlining classroom management, and challenging and rewarding learning. The study concludes that the teachers’ learning process is characterized by high learner engagement in deliberate play-based activities. The facilitators of learning have to streamline their classroom management through creative scaffolding, collaboration, and modifications in their teaching and pacing. Facilitating learning is a confluence of challenges, job fulfillment, and positive impact. Thus, further investigation may be conducted to verify the findings in other childcare centers in British Columbia, Canada.
ER  -