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Kindergarten teachers and children’s perception about spatial changes in time of Covid-19

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dc.contributor.authorVasques, Catarina
dc.contributor.authorMesquita, Cristina
dc.contributor.authorCastanheira, Luis
dc.date.accessioned2023-02-08T12:04:28Z
dc.date.available2023-02-08T12:04:28Z
dc.date.issued2021
dc.description.abstractThe SARS-COV-2 pandemic situation forced the society to adapt, changing many aspects of the daily life. In early childhood education, both the environment and daily routine had to be reorganized, according to the health authorities' regulations, towards containing the new coronavirus transmission. This led to enforcing physical distance among all actors, regardless of the impact on the learning and the development of children, as well as ensuring their well-being and right to play. It is well known that the interactions and relationships that children establish with adults, other children and the surrounding physical spaces are the basis for their learning and development. In this context, this study describes the impact on the interactions and in the learning experiences that resulted from the compulsory spatial changes in kindergarten during the pandemic situation. This research also aims to understand the feelings, constraints and opportunities that these changes were experienced by a group of kindergarten teachers' and their children, as well as the strategies and actions they developed in order to provide opportunities to create enabling environments for children's well-being and learning. This is a research conducted with kindergarten teachers and children after the first lockdown in Portugal. Methodologically, the study takes a qualitative approach. For data collection, two phases were considered. The first phase was developed through zoom interviews with kindergarten teachers. In the second phase, fourty-two interviews were conducted with children between three to five years of age, creating contextual conditions for their application. The children were also asked to draw up a drawing illustrating how they saw space before and after the pandemic situation. A previous meeting was held with the kindergarten teachers, clarifying the main objectives of the children participation in the study. The procedures were defined, and the intervention strategies were drawn collaboratively. Children were asked if they wanted to participate, and only the children that chose to participate freely in the study were involved. Moreover, the parents' consent was requested. Regarding this, all ethical procedures were considered in study, ensuring the anonymity, confidentiality and informed consent of children, educators and families or institution. Kindergarten teachers and children's interviews were recorded and, subsequently, transcribed and submitted to content analysis, whose heuristic function increases the propensity of the discovery of the reality experienced by the actors. From the content analysis, categories emerged that allowed the analysis of the discourses. The text produced was analysed and described in an articulated way, trying to apprehend the specific conditions in which it was conceived, revealing a certain order of reality, from which the narrative was made. The data analysis shows that child-materials, child-to-child, and also child-adult interactions become less significant. The spaces limitation by groups and the reductions of materials (number and kind) does not seem to allow the diversity of pedagogical experiences. However, the educational environment, both indoors and outdoors, continued to be appealing and promote learning, but with the particularity of the working in "bubble".pt_PT
dc.description.sponsorshipThis work has been supported by Fundação para a Ciência e Tecnologia - FCT within the Project Scope: UIDB/05777/2020.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationVasques, Catarina; Mesquita, Cristina; Castanheira, Luís (2021) Kindergarten teachers and children’s perception about spatial changes in time of Covid-19. In 13th International Conference on Education and New Learning Technologies Online Conference. Online: IATED. p. 11287-11296. ISBN 978-84-09-31267-2pt_PT
dc.identifier.doi10.21125/edulearn.2021.1833pt_PT
dc.identifier.isbn978-84-09-31267-2
dc.identifier.urihttp://hdl.handle.net/10198/26810
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relationResearch Center in Basic Education
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectKindergarten teacherspt_PT
dc.subjectChildren's perceptionpt_PT
dc.subjectSpatial changespt_PT
dc.subjectCovid-19pt_PT
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationpt_PT
dc.titleKindergarten teachers and children’s perception about spatial changes in time of Covid-19pt_PT
dc.typeconference paper
dspace.entity.typePublication
oaire.awardNumberUIDB/05777/2020
oaire.awardTitleResearch Center in Basic Education
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05777%2F2020/PT
oaire.citation.conferencePlaceOnlinept_PT
oaire.citation.endPage9116pt_PT
oaire.citation.startPage9106pt_PT
oaire.citation.title13th International Conference on Education and New Learning Technologies: EDULEARN21 Proceedingspt_PT
oaire.citation.volume1pt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameVasques
person.familyNameMesquita
person.familyNameCastanheira
person.givenNameCatarina
person.givenNameCristina
person.givenNameLuís
person.identifierK-3931-2017
person.identifier.ciencia-id981C-32E4-DB4B
person.identifier.ciencia-id281C-3FE6-83CA
person.identifier.ciencia-id7E11-27ED-1F39
person.identifier.orcid0000-0002-8096-8390
person.identifier.orcid0000-0002-4992-8614
person.identifier.orcid0000-0002-4921-2114
person.identifier.scopus-author-id56203897400
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typeconferenceObjectpt_PT
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