Schoolsand colleges all around the globe have been closed as a consequence of the COVID-19 outbreak. Over 1.2 billion children are out of school across the world, according to UNICEF. To keep children studying and to play home, online learning was actively encouraged to supplement conventional face-to-face learnings during the COVID-19 pandemic. This research explored the convictions and behaviours of parents about the online schooling of young children during the COVID-19 pandemic. The majority of parents, i.e. 92.7%, in the study, recorded online learning during the pandemic and many (84.6%) invested fewer than 1/2 hour per period. Parents typically differed on the principles and advantages of online schooling and favoured formal early childhood learning. For three major factors, they prefer to avoid and often oppose online education: lack of online study, insufficient self-regulation of young children and the lack of time and technical know-how in support of online children. The challenge created by the COVID-19 pandemic has rendered it more vulnerable to domestic online learning. The findings revealed that online schooling is troublesome and difficult for families throughout the pandemic. The current research illustrates the global effect of the COVID 19 e-learning process. A protective measure for the transmission of coronavirus infection has been seen as one of the mitigation steps that culminated in total paralysis of world life. Particularly the fully-fledged educational framework and the university curriculum are changed from regular to electronic learning. A growing array of online courses, seminars, workshops, etc., may be quoted. During this epidemic, it should be remembered that the planet was entirely relying on IT. To the best of our understanding, the effect of e-Learning during COVID 19 was scarcely recorded scientifically. This research is a collection of e-learning resources as well as the potential vision of information science education. The pandemic COVID-19 has overwhelmed the operations and impacts of educational programmes, some of which have previously been highlighted in a number of different parts of this report. Adolescents from all backgrounds, although to varying degrees depending on specific factors such as the nation or area in which they live, their ages, family history, and the amount to which they can access any "substitute" educational options during the epidemic, are harmed.