The challenges of early childhood education in times of pandemic: an analysis of the application of remote teaching

Abstract

The objective of this article was to understand the challenges of early childhood education in relation to remote teaching during the pandemic. The methodology used considered bibliographic and field research, with a qualitative and quantitative approach. It was theoretically based on scholars in the area such as Lück (2009), Vygotsky (1998), Lavado (2020), Soprana (2020), among others. To carry out the field research, questionnaires were applied to 6 (six) parents/guardians and 2 teachers of early childhood education (ages 3 to 5). It was found that the challenges were great, the school routine had to be reinvented to adapt to the moment. The children in early childhood education lived with remote teaching in a very satisfactory way, demonstrating, despite being between 3 and 5 years old, that they had ease in using and watching the videos. The activities also managed to meet expectations. The big problem was the distance from the school context. Teachers and school administrators worked hard and learned and taught through their difficulties and strengths involved in the COVID-19 pandemic process. It was concluded that the early childhood education school and all its components, such as employees, teachers, administrators, children and guardians, learned together and managed to overcome, within their limitations, the difficulties of the education process during the pandemic period, where remote teaching transported the possibility of teaching beyond physical spaces and at the same time making it clear that nothing can replace the hug, the caress, and the respect present in the day-to-day routine of the school.