The purpose of this viewpoint is to consider the impact of the current Covid-19 crisis on the educational prospects of young children attending early childhood education and care (ECEC) settings. Studies show that health pandemics and environmental, political, and socio-economic crises jeopardize children's development and education. It is likely that for the immediate future, young children will continue to experience emotional and psychological stress. A curriculum that does not take into consideration a pandemic of the scale we are witnessing today creates unnecessary pressure and anxiety not just on young children but also on the adults who care for and teach them. This article outlines actions to ensure quality education for all as suggested by the United Nations Sustainable Development Goals. The response of ECEC curricula to the pandemic may potentially act as a catalyst for educational change.

The major threat of COVID-19 has become a priority to education and health systems worldwide. This scoping review reports on, and analyses, the literature pertaining to the impact of the COVID-19 pandemic on children’s mental health and wellbeing, and the resources needed to assist them in these difficult times. The findings of this literature review point out the impacts of the pandemic on the mental health and wellbeing of children hailing from different socio-economic backgrounds, as well as the impacts on families and schools. They also highlight how lockdown, quarantine, social distancing, social media and the measures needed to prevent the spread of infection can negatively affect children’s mental health and wellbeing. Consequently, cautionary measures that minimise these impacts on children, and recommendations for policy, research and practice are discussed.

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