ABSTRACT

This qualitative study examined how five-year-old children in a South Korean daycare classroom experienced and responded to changes in their play environment during the COVID-19 pandemic. Seven children and three teachers participated, and data were collected from diverse sources: classroom observations, interviews, the COVID-19 guidelines, and children’s drawings of plays in the classroom. Through the qualitative data analysis, it was found that children’s play became increasingly individualized due to social distancing and spatial constraints, yet children actively employed coping strategies such as solitary imaginative play, teacher-facilitated pretend play, and adaptive use of materials. We also found that children accepted the changed classroom play environment and developed various strategies to cope with the environment; recognizing the seriousness of pandemic, accepting the changed play environment, using their imaginations as their adaptive strategy, and engaging in play flexibly.

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