Chambers, Thomas (2025) An exploration of early childhood educators’ and parents’ experiences during the period of school closures caused by the COVID-19 pandemic in Peru. PhD thesis, University of Greenwich.

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Abstract

Access to quality early childhood education (ECE) is a key driver in addressing social inequality and achieving the United Nations Sustainable Development Goals. There is limited qualitative research which has explored the lived experiences of ECE stakeholders during the extended period of school closures caused by the COVID-19 pandemic in low-middle income countries. This study addresses this gap by analysing the challenges faced by parents and early childhood (EC) educators in rural and urban Peru between March 2020 and August 2021.

A multiple case study research design generated context specific data, which were examined through a cross-case analysis. Purposive sampling led to four case studies with contrasting geographical (urban/rural) and socioeconomic (private/public school) characteristics. Data collection involved 33 semi-structured interviews with parents, leaders and EC educators across the case studies. To supplement these and provide a broader country context, interviews with 10 Peruvian ECE experts were also conducted. An integrated approach of Bronfenbrenner’s (1917-2005) and Bourdieu’s (1930-2002) theoretical frameworks provided a nuanced lens to investigate the social structures and dynamics across the cases.

The findings reveal how access to economic, social and cultural capital shaped the experiences of parents and EC educators. Inequalities across contexts have been exacerbated as parent participants who were economically secure, possessed digital literacy, leveraged social networks and had access to technology in the home were able to provide either frequent interactions between home and school or their own personalised programmes to support their children’s educational development. Across all contexts, ECE stakeholders believed children’s educational development had been negatively impacted by the school closures and that their own well-being had suffered.

The implications for education policy highlight the necessity of strengthening parent-teacher relationships and collaboration, developing parenting support programmes and enhancing teacher training to include digital literacy skills and developmentally appropriate distance learning pedagogy.

Item Type:	Thesis (PhD)
Uncontrolled Keywords:	Early childhood education, Educational development, COVID-19 pandemic,
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	06 May 2026 09:30
URI:	https://gala.gre.ac.uk/id/eprint/53343

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