O processo de ingresso de crianças na educação infantil durante a pandemia da covid-19

Abstract

This study investigated the process of children's entry into Early Childhood Education during the Covid-19 pandemic. The theoretical perspective adopted to enhance the understanding of this phenomenon was Semiotic Cultural Psychology. The general objective of this research was to understand and analyze the process of children's entry into Early Childhood Education during the Covid-19 pandemic from the perspective of teachers and classroom assistants. The specific objectives were: a) To describe the planning of strategies and resources used by the school to carry out the transition process for children during their entry into Early Childhood Education in the context of the Covid-19 pandemic; b) To identify and analyze the strategies used by teachers and classroom assistants during the process of students' entry into Early Childhood Education in the context of the Covid-19 pandemic; c) To identify and analyze the main challenges faced by teachers and classroom assistants during the process of students' entry into Early Childhood Education in the context of the Covid-19 pandemic; d) To highlight key indicators that may mark the beginning and end of the transition period for students in Early Childhood Education. This study can be characterized as qualitative research, conducted as a case study. The study included three participants, all employees of the school where the field research was carried out. The chosen method for data collection was comprehensive interview. The study highlighted the phenomenon of the home-to-school transition from the perspective of the classroom teachers. The school employs planned strategies for the process of integrating students into Early Childhood Education, which are adopted across all classes. Teachers, in turn, develop their own strategies at the classroom team level, based on establishing bonds with students, maintaining relationships with parents, and respecting the child's individual pace. The main challenges experienced by teachers during the process of integrating students into Early Childhood Education in the context of the Covid-19 pandemic were related to the impact of social restrictions and interactions with parents, even though the elements related to the pandemic do not stand out in the participants speech. The students' attachment to transitional objects, the moment of separation from their parents, behavioral changes, and signs of contentment at school emerged as key indicators of the home-to-school transition period.