The objective of my study is to contribute with knowledge of how the Coronavirus pandemics may have bestowed restrictions, or alternatively, possibilities for the learning, development, and well-being of the children in the selected preschool unit which this study targets. In it, I identify how the teachers in this preschool unit interpret and approach the frame factors that are determined outside the teaching processes and how those frames are perceived as opportunities or limitations for the preschool quality in terms of attained goals as set out in national preschool educational curriculum – both before and during the pandemics. The empirical data comprises nine qualitative interviews of preschool teachers from different preschools in the selected preschool unit. I have chosen to make use of frame factor perspectives to analyze the results of my study. The results of my study show that external economic and political frames such as, time, the children group, the physical preschool setting, teacher density, the teachers’ competence, and different steering documents – which all are perceived by preschool teachers to be external and political frames that impact the preschool teachers’ working conditions and organisation for the diverse preschool educational processes.

The Corona pandemics has shaped a number of new external frames for preschool teachers and their work. New resources in terms of staff competence training, clear-cut recommendations from health authorities and political leaders with regard to safer work establishment has been seen as required for the entire pandemics. Staff concerns about contagion, compounded work-loads, teaching-staff animosity vis-à-vis outdoor teaching as well as absence of well-defined frames, are all factors which are perceived as limitations to staff motivation and to a joint concerted action in transforming the adaptive preschool way of working – which results in a worsening educational quality for the preschools in this unit during the Coronavirus pandemics. The preschool group that conducts children education exclusively outdoors have thus been less impacted.