The COVID-19 pandemic has seriously affected early childhood education (ECE) systems worldwide and in Hong Kong, requiring the curriculum to be transitioned into an accessible version of the distance learning format, which is a challenge for all participants in the education process. The current study discusses distance learning in early years education amid the COVID-19 pandemic in Hong Kong. It investigates the difficulties experienced by ECE teachers in defining their readiness for online education during this period. Researchers used mixed methods and collected data through surveys, interviews and case studies. The review of participants’ responses helped to identify the critical challenges faced by ECE teachers. The findings have provided valuable guidelines for educators, policy-makers, designers, developers, and researchers to enhance their ability to effectively continue delivering pedagogically sound education for young learners, even in emergency distance-learning situations.
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