Preschool Education During the Covid-19 Pandemic in the Czech Republic and Sweden

Anti-epidemic measures in preschool education in the Czech Republic

For most of the epidemic, preschool establishment in the Czech Republic were open for all children. They were only closed if quarantined or if decided by the director. The Ministry of Education, Youth and Sports (hereinafter MEYS) issued guidelines on how preschool education should be implemented pursuant to the applicable anti-epidemic measures and issued recommendations for distance education for children in the compulsory year. The situation deteriorated so much in 2021 that the government also closed nursery schools and regular attendance was replaced with distance education for up to 50 working days. Nursery schools were closed from 27 February to 10 May 2021 (Bryndová et al., 2021). Ten days later, all children were allowed to attend without the obligation of testing. For most of the time, teachers and parents had to wear masks when children came and left and parents were often prevented from entering the school building. The MEYS issued guidelines recommending outdoor activities and a sufficient supply of soap, disinfection and disposable wipes on toilets. The intensity of cleaning must be increased, classrooms frequently ventilated and additional hygiene measures taken (MŠMT, 2020).

Designated nursery schools were in operation for children of parents of specific professions. If a preschool child was ill with Covid-19, they had to stay at home for at least 14 days (MŠMT, 2021b). Parents also had the opportunity to educate their children at home in order to prevent the spread of the disease (MŠMT, 2021c). On 1 April 2021, the MEYS issued a guideline on the first stage of reopening. Nursery schools opened only for children in the last compulsory year of preschool education. The maximum number of children in a group was 15. Children did not have to wear face masks or respirators but had to be tested once a week. Staff had to wear respirators and were tested twice a week using an antigen test or once a week by a PCR test. From 10 May 2021 all children were allowed in nursery schools without testing (MŠMT, 2021b).

Anti-epidemic measures in preschool education in Sweden

In Sweden, preschool establishments were open for all children. Children who were ill and posed a risk of infecting others had to stay at home. Healthy children without symptoms could continue to attend nursery schools. Preschool establishments are important for the development and well-being of young children and therefore, it is crucial to find a balance between the needs of preschool children and the anti-epidemic measures. It has turned out that school activities are not the driving force for the spread of the infection and the rate of Covid-19 among staff in preschool establishments is similar to other professional groups. Children attend preschool establishments under hygiene measures and organizational conditions adapted accordingly. Parents also had the opportunity to educate their children at home in order to prevent the spread of the disease (IFAU, 2021). During the whole period, children, teachers as well as non-teaching staff did not have to wear face masks or respirators. If a preschool child was ill with Covid-19, they had to stay at home for at least 7 days (Folkhalsomyndigheten, 2021a, 2021b).

To ensure safe operation of preschool establishments, the Swedish Public Health Agency issued guidelines for preventive measures in preschool establishments. They included stricter hygiene with access to soap, paper wipes and hand disinfection. Other measures concerned greater distances between chairs in classrooms, dining rooms and other places but no distance in meters was specified. For example, schools adopted lunch arrangements so that all children did not eat at the same time. Also, the beginning and end of the school day was adjusted to prevent a large number of people gathering. Preschool establishments had to minimize their activities including open days, meetings with parents or performances but these activities were not strictly prohibited. The education was supposed to take place outdoors. Preschool establishments were supposed to inform children about how the virus is transmitted and how they should behave (Folkhalsomyndigheten, 2020, 2021b).

Summary of anti-epidemic measures in nursery schools

Nursery schools in the Czech Republic and Sweden adopted anti-epidemic measures, concerning particularly hygiene and organization. For clarity, the measures in nursery schools are shown in Table 1.

Compulsory distance preschool education in the Czech Republic

In the Czech Republic, preschool education has been compulsory and free of charge since 2017 and applies to children aged five years and older. The scope of compulsory education is set for at least 4 hours per day on working days (Act No. 561/2004 Coll.). Children in the compulsory preschool year had distance education for at least 50 working days on the basis of the guidelines for distance education. Another change related to communication, which was redirected from teacher–child to teacher–parents. The main responsibility for education was shifted to parents who were supposed to educate their children at home according to the teacher’s instructions. Also, teachers had to carry out educational diagnostics in a different way. Distance education included both online or offline activities. In the case of online education, synchronous meetings were recommended for only 30 minutes once a week, which is a big difference compared with the compulsory 20 hours per week full-time. The results of education were tested especially through photographs of children’s work and in other ways as selected by nursery schools. As a result, educational diagnostics was limited and lacked for example observation or interviews and instead focused on content analysis of children’s work (MŠMT, 2021a).

Compulsory full-time preschool education in Sweden

In Sweden, compulsory preschool education does not take place in nursery schools but preschool classes in primary school. The obligation to attend the preschool class applies to children aged 6 to 7 years and was enacted in 2018 (Ježková et al., 2011). The preschool class and primary school have the same educational document but the chapters are separate. There is no curriculum or timetable specified for the preschool class. Its programme is between nursery and primary school (Utbildningsdepartementet, 2021). The required qualification for teachers in the preschool class is a university degree in preschool education, preschool class or primary school (grade 1 to 3). The preparation for compulsory education is part of the nursery school education programme but is not part of compulsory education (Förordning, 2011).

Common and different features of selected functions in both countries

Educational function

The achievement of the educational function was affected in both countries. In the Czech Republic, this primarily concerned the way of education which was most affected by the transition from full-time education to distance education. In Sweden, the changes in education were not so significant; teachers’ sick leave affected the continuity of the education process.

In the Czech Republic, distance preschool education lasted for 50 working days and affected holistic child development due to the absence of some activities (singing, speech development). The education was partially transferred to parents. The educational process was also affected by the wearing of respirators by teachers, which was a barrier to the development of speech skills including foreign language (the impossibility of observing the correct articulation and mouth movements). In Sweden, full-time education in nursery schools continued with a potential disruption of the educational function during the voluntary home education.

Caring function

In both countries, the achievement of the caring function was jeopardized by the greater distance from children in order to avoid infection. Close contact with children was limited to necessary operations (wiping at the toilet, etc.). Children’s self-care was restricted by preventing self-service provision of meals and drinks. On the contrary, children’s care for their health improved due to the stricter hygiene requirements supported by teachers.

Nursery schools in both countries adopted similar anti-epidemic measures. As a result, no differences were identified in the documents relating to the caring function.

Socialization function

This function was jeopardized particularly among children and teachers who were ill and had to stay at home. The mandatory home quarantine was 14 days in the Czech Republic 7 days in Sweden.

The way of education differed between the two countries. For most of the school year, education was full-time in both countries. In the Czech Republic however, distance education lasted for over a month. Children were without social contact and did not meet other children or teachers. The socialization function was not achieved, or to a minimum extent. In Sweden, full-time education was retained throughout the whole epidemic, so this function was achieved.

Integration function

In this respect, nursery schools in both countries adopted different anti-epidemic measures (distance education). Therefore, no common features were identified.

In the Czech Republic, the systematic school preparation of children for enrolment in primary school was jeopardized. Distance education and the possibility for voluntary home education prevented school preparation and jeopardized the development of school readiness, which is one of the important aspects of entering primary school. In Sweden, education was full-time and the systematic preparation of children for primary school was jeopardized by voluntary home education.

Personalization function

Preschool education in both countries emphasises respect for the individual needs of every child. During full-time education under the anti-epidemic measures, children were approached individually according to their capabilities and that of nursery schools.

Distance education in the Czech Republic revealed the risk of non-achievement of an individualized approach in education. The guidelines for distance education are general and their observance was in the competence of directors. Most nursery schools opted for offline activities designed particularly for each age category. As far as individual needs and capabilities of children are concerned, the activities could not have been individualized due to the absence of quick feedback. In Sweden, full-time education in nursery schools continued with a potential disruption of the individualized approach during the voluntary home education.

Common and different features of extracted conditions in both countries

Material conditions

The material conditions in both countries changed because nursery schools had to adjust their environment: greater distances between tables and chairs, disinfection for hands, surfaces and furniture, disposable wipes. The educational environment had to be adjusted so that children were prevented from gathering. The same adjustments applied to spaces for teachers and parents.

In the Czech Republic, one classroom had to be adapted for testing. Nursery schools had to procure a sufficient number of tests and face masks or respirators. In some cases, aids were added including toys for outdoor education or digital technology for the preparation of distance education. These material changes did not take place in Sweden.

Daily regimen

In both countries, a healthy lifestyle was promoted including hygiene habits, outdoor activities, vitamin consumption, sports, etc.

In the Czech Republic, the time spent outdoors increased, while in Sweden four hours outdoors is a standard. In both countries, the anti-epidemic measures recommended that educational activities be implemented outdoors as much as possible.

Psychosocial requirements

The new regulations and different regimen in both countries could have disrupted workplace well-being and increase teachers’, children’s and families’ mental strain.

In the Czech Republic, the disruption of the psychosocial conditions was caused by mandatory testing of teachers and children, obligation to wear a respirator for employees and parents, preparation and implementation of distance education, change in school-family communication (depersonalization, electronic communication), education outdoors without adequate conditions. In Sweden, education was full-time without mandatory face masks or testing. From this perspective, the psychosocial conditions were not significantly disrupted.

Organizational conditions

In both countries, the arrangement of education changed to prevent children from gathering. These changes related to children’s arrival and departure, meals and learning. The education programme was also changed due to sick leaves and frequent cover teaching.

In the Czech Republic, distance education was ordered and educational activities adjusted. The following activities were prioritized: graphomotor activities, visual arts, physical activity and educational videos. On the contrary, music or group activities were difficult to implement. In Sweden, there were partial changes following the recommended measures and programme adjustments by cover teachers.

Staffing and pedagogical conditions

Both countries had teachers infected with Covid-19 but the rates were not higher compared with other professional groups. Sick teachers had to stay at home for 14 days or longer depending on their health status. They were replaced by cover teachers. Directors were entitled to close down their nursery schools due to the low number of teachers or children. Cover teachers usually had limited preparation time which probably affected the quality of education.

One of the differences is in the lack of cover teachers. In the Czech Republic, cover teachers were recruited from among teacher training students, babysitters, school assistants. According to the document on volunteering during the pandemic, volunteers had to be qualified and have at least the minimum teacher training course but may not have been fully competent to implement the respective education programme (Vláda, 2020). Sweden has stricter requirements for preschool staff (Förordning, 2011). Nursery schools were closed in the case of a higher sick leave and inadequate cover teaching.

Parental involvement

In both countries, parental involvement in school events and their presence in school buildings was restricted.

More intensive cooperation with parents was observed in the Czech Republic especially during distance education. Parents began to educate their children at home under the guidance of nursery school teachers. The data analysis revealed new information: parental recognition of the teaching profession. In Sweden, the document analysis did not suggest any major changes concerning this condition during the anti-epidemic measures.