Abstract
The COVID-19 Pandemic and resulting school closures, present a serious threat to young children's care, learning, and the achievement of their developmental potential (UNESCO, 2020a). Disruptions to normal school functioning worldwide have presented challenges for teachers who were generally unprepared to teach using different methodologies (United Nations in Policy brief: Education during Covid-19 and beyond, 2020). Since a child's right to care and education extends even during emergencies this study was conceptualized to better understand the professional experiences of early childhood teachers as they navigated the teaching learning process during the COVID-19 school disruption. A multiple site qualitative case study was designed to answer two research questions: What were the professional experiences of Caribbean Early Childhood Care and Education (ECCE) teachers at the start of the COVID-19 pandemic period? And how did Caribbean ECCE teachers adapt to ensure continuity of children's rights to access education? Almog and Perry-Hazan's (2012) conceptualisation of the Right to Adaptable Education provided the theoretical foundation for this study. Data were collected using a questionnaire sent to teachers from seven Caribbean countries. Five themes were extricated from the findings: changed teacher experiences, significant new understandings, changed teacher collaboration practices, changed individual qualities, and warning signs for support. We conclude by making recommendations for macro level support for the ECCE sector during educational disruptions.