COVID-19 presented serious challenges for early childhood education and care (ECEC) operations in the Nordic countries. While governmental responses varied, life in ECEC was characterized by full and partial closures, suspension of social activities, social distancing, compartmentalization, and stringent disease control and prevention procedures. This scoping review provides a comprehensive overview of empirical research on the impact of COVID-19 on Nordic ECEC, identifies gaps in the research literature, and examines indications for how to foster social sustainability and resilience in ECEC for future pandemics or crises. Six international databases were searched, followed by a national search in each Nordic country. In total, 46 articles were analyzed: relating to educators, administrators, children, and parents (P); data on preschool practices during COVID-19 (E); social and psychological practices, cooperation, interaction, and pedagogical and organizational practices (C); and wellbeing, health, participation, and inclusion (O). The results indicate critical aspects and success factors at the structural, relational, and pedagogical levels. Restrictions increased educator anxiety, and stress reduced the relational quality among educators and parents. These changes led to a weakening of pedagogical practices, isolation, and children missing friends. However, the restrictive environments allowed for creative solutions, educators’ agency, increased space for children's play, and small-group and outdoor pedagogy, and they highlighted the potential of digital communication and remote pedagogy. To promote resilience in ECEC relates to fostering organizational flexibility and competent leadership, managing rapidly evolving challenges, and maintaining supportive professional relationships during times of crisis. The priorities are identifying opportunities for pedagogical innovation and maintaining relational quality with children and families.