When the World Health Organization declared COVID-19 a deadly pandemic on March 11, 2020, trauma ensued across the world (Mishra, Gupta, and Shree 2020; Shekhar 2021). Children at home thought that they would return to school after a couple of weeks, but instead, many schools ended up shutting down for the entire year. The world switched to distance learning classes. The pandemic has affected student communities, families, and teachers. The question of how to offer value-added courses remotely that support the learning and psychological well-being of students, teachers, and parents is a significant concern even with the easing of restrictions. A creative teacher should bring in innovative ideas to keep the children engaged. Although distance learning technology is a challenge for a teacher, an excellent distance learning instructor must use creative ideas to teach even with limited resources. A good kindergarten teacher, whether teaching in person, in distance mode, or with e-learning tools, should emphasize structured learning activities. No matter the reason for distance learning, schools should facilitate teachers to meet their children in person at least twice or thrice in an academic year. To mitigate the risk of psychological problems in kindergarten children, nongovernmental organizations, governments, parents, schools, and teachers must develop systems to monitor the well-being of these children.