The shift to distance learning during the COVID-19 pandemic presented significant challenges for early childhood education (ECE), where in-person interaction and play-based methods are central to teaching and learning. In the United Arab Emirates (UAE), public schools moved to remote or hybrid instruction for nearly two full academic years (2020-2022),creating a unique context to examine how teachers adapted and what their experiences reveal about system readiness and future planning. This paper reports on a study conducted in 2023 that investigated the lived experiences of 225 public kindergarten teachers across the UAE. Using a convergent parallel mixed-methods design, the study integrated survey-based quantitative data and open-ended qualitative responses. Findings reveal that while teachers demonstrated adaptability, they did so within systems that were not sufficiently prepared for the unique demands of online early childhood instruction.

Four major systemic gaps emerged:
(1) professional development lacked age-specific strategies and practical tools tailored for remote teaching of young children;
(2) national curriculum frameworks were rigid and difficult to adapt to digital platforms;
(3) parental engagement varied widely, with issues ranging from digital illiteracy to over-involvement that reduced child independence; and
(4) teachers were excluded from institutional crisis planning and feedback loops.

Additional concerns included access inequities, inadequate digital tools, and unaddressed teacher well-being. The findings highlight the need for education systems to develop flexible, developmentally appropriate online teaching frameworks; enhance teacher involvement in policy design; and formalize home–school collaboration in crisis contexts. The paper offers evidence-based policy recommendations, including the development of flexible online ECE curricula, integrated digital training for both teachers and parents, and participatory governance models that elevate teacher voice. These insights are relevant for education leaders and educators globally aiming to strengthen the resilience and equity of early learning systems.

Keywords: Early Childhood Education, Kindergarten, Distance Learning, COVID-19, Teacher Voice.