ARTICLE CRITIQUE: CASE STUDY 2
Article Critique: Case Study
The journal article provides an insight of the challenges that Early Childhood Education
and Care (ECEC) teachers faced during the COVID-19 pandemic as the navigated the transition
to remote and hybrid learning. The article identifies that authors were influenced by an
interpretivist paradigm and used a case-study method to highlight the struggles of teachers as
they maintained engagement and developmental learning for young children. As a means of data
collection, the authors used telephone Talanoa during their study. Talanoa is a method of
conversation, similar to interviews, that has a long cultural as well as research tradition in parts
of the Pacific region (Dayal & Tiko, 2020). Each Talanoa session between the two privately
owned ECEC center were audio recorded and transcribed. The main question that the authors
askes was “How are the proposed strategies working so far, and what opportunities or challenges
have you experienced?” (Dayal & Tiko, 2020). This question was the foundation for the study
and brought forth much information.
According to the data that was collected during the Talanoa’s, the authors provided
information that many educators found it difficult to replicated the routine and structure of
learning that they held in an in-person classroom. This often left the teachers feeling frustrated
while taking on remote learning. Another aspect of remote learning that teachers found difficult
was the technological barriers that they came into contact with. Barriers such as disparities in
access to digital devices and internet connectivity further widened the educational inequities
among students and families. Beyond the instructional struggles of remote learning, the study
also provided insight to the emotional and psychological toll remote learning had on teachers
during the pandemic. Teachers started to feel isolated and overwhelmed from the rapid changes
while trying their best to support families adapting to the new learning method.
ARTICLE CRITIQUE: CASE STUDY 3
The article discuses institutional support, or the lack thereof, playing a critical role in
teachers’ experiences. Ultimately, the study showcases the resilience and dedication of ECED
teachers as they face the challenges of remote learning. The pandemic forced how young
children were taught, but also revealed the systemic gaps in educational support and resources.
The authors made suggestion that in the future, polies should prioritize greater flexibility, more
mental health resources for educators, and an improvement in the access to technology to better
support educators and students during a time of crises. The study highlights the need for more
sustainable and equitable approached, specifically for early childhood education, in the long term
as well as during emergencies.
The following information depicts how this study uses the case study approach:
Makin sure if a case study approach is appropriate for the research problem
(Creswell & Poth, 2025). The authors help an interpretivist research paradigm to
in which they explored individual ECEC teachers’ perceptions and experiences of
education during the COVID-19 situation which aligned with a case study.
Begins with identifying a specific case (intent for conducting is important)
(Creswell & Poth, 2025). According to the authors, there was limited research
literature on education during the time of COVID-19. The study is identified as
important to provide information that is needed on how educators are ensuring
that learning is continuous for very young learners.
Select how to collect data through multiple resources (observations, interviews,
documents, audiovisual materials, etc.) (Creswell & Poth, 2025). Telephone
Talanoa’s were used for interviews as the main source for data collection. The
authors also used audio recordings to help with data collection.
ARTICLE CRITIQUE: CASE STUDY 4
Analyze data of the entire case or an embedded analysis of a specific aspect of the
case (Creswell & Poth, 2025). Data from the study was analyzed using an
athematic approach which is relevant to the type of instrument the authors used
for data collection. The analyzing method also shows respect to each case-study
school by looking into how common themes arose across the two case-study
schools. However, the authors also gave prominence to the unique themes that
arose with the aim to provide a “big picture” of the findings.
The study showcased the thoughts and feelings of teachers as they navigated remote
learning through the pandemic. Many teachers felt overwhelmed within the study, but many
educators felt that way worldwide. Looking at another study it was found that, working under
increased demands and with limited resources during the pandemic has taken a toll on the
teachers (Kim & Asbury, 2021). As someone who student taught during the pandemic, I was able
to see teaching in a different light. I questioned if the teaching profession was something I should
pursue. I watched as educators tried their best to teach, but with the lack of resources it seemed
like only a miracle would help students learn.
ARTICLE CRITIQUE: CASE STUDY 5
References
Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry & research design: Choosing among
five approaches (5th ed.). Sage Publications.
Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of
early childhood education and care teachers’ experiences surrounding education during
the COVID-19 pandemic. Australasian Journal of Early Childhood, 45(4),
183693912096608. https://doi.org/10.1177/1836939120966085
Kim, L., & Asbury, K. (2021, February 22). A reflection on teachers’ experiences of the
COVID-19 pandemic: Where do we go from here? Teacher Task Force.
https://teachertaskforce.org/blog/reflection-teachers-experiences-covid-19-pandemic-
where-do-we-go-here
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