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The Covid-19 pandemic posed new challenges and opportunities for participants in education. The following article reveals the experiences of pre-primary education teachers in assessing children's achievements and progress in distance education during the first lockdown of the Covid-19 pandemic. The qualitative research involved 15 pre-primary education teachers who worked remotely in the spring of 2020. The method of semi-structured interview was chosen. The continuity of education was found todoi:10.15181/rfds.v34i2.2251 fatcat:i5qf5qepsbfctopd4dz6y6g3ma