Covid-19 presents a major structural disruption to existing education practices. With this disruption, educational stakeholders have had to reimagine what schooling can or should look like in the midst of a global crisis. Thus, we stand in a time and space where the possibility of shifting entrenched ways of learning that researchers (e.g. Shepard, Penuel, Pellegrino, 2018) have suggested may not be the best way of learning is real. When evaluating the constraints to taking advantage of the potential for change in this current moment, it is fruitful to look to the past to understand how previous national/global crises have launched changes to the education of young children.