ABSTRACT
Across the world COVID-19 has impacted teachers’ lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children’s education and care is provided. However some countries have not responded adequately to support kindergarten teachers’ ongoing employment. Bangladesh is one such country. The aim of this study was to understand the experiences of 16 Bangaldeshi kindergarten teachers during the COVID-19 pandemic. The study used an interpretive social constructionist approach, with semi-structured interviews of the 16 kindergarten teachers. Findings revealed the 16 participants experienced significant disruption to their professional and personal lives during COVID-19. With the long-term closures of schools and early childhood services, the teachers were found to be significantly impacted resulting in hardship to their personal, physical, human and social lives. Governments are called on to demonstrate value and support kindergarten teachers at all times, not only during the pandemic. Such support will sustain the early childhood profession, and ensure the rights of young children to access consistent education and care are met. [ FROM AUTHOR] Copyright of International Journal of Early Years Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)