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Abstract：
This article analyses data from a study that explored distance learning teaching and nursery school children\'s experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.
摘要：
本文分析了一项研究的数据，该研究探索了远程教育教学和托儿所儿童应对杜阿拉COVID-19大流行的经验，喀麦隆。随着COVID-19传播到非洲，喀麦隆政府强调了这一流行病对社会经济部门的影响以及支持这一部门的行动。没有关于大流行对幼儿教育部门的影响以及儿童如何经历的报道。本文讨论了私立幼儿园老师采用的远程学习技术，以及幼儿的观点和感受，幼儿的老师鼓励他们绘画和讲述有关他们经历的故事。参与这样的对话赋予并鼓励孩子们用言语表达他们的COVID-19封锁经历。这些对话可以帮助老师重新思考并寻求新的方法来理解和指导孩子们度过具有挑战性的情况。此外,从这项研究中获得的见解可以帮助决策者最大限度地提高学校和家庭的能力，以确保在发生危机时所有儿童都能继续学习。
