The relationship between preschool and family in times of pandemic

Abstract

The construction and maintenance of connections between families and educational institutions represented a significant challenge during the pandemic. This article presents the findings of a master's research that investigated the impact of this historical moment on Early Childhood Education. The aim was to understand the relationship between families and preschools during the pandemic. The research, which was qualitative and exploratory in nature, used semi-structured interviews with teachers and guardians of the children as the main methodological procedure. The results indicated that both families and educators needed to adapt to remote teaching, (re)formulating interaction strategies mediated by digital technologies to maintain connections and implement pedagogical proposals with the children. The study also reveals the impact of the pandemic on daily routines, particularly due to increased workload. Despite the difficulties faced, the participants highlighted that some actions were successful in consolidating the partnership between families and preschools and suggested that these practices should be incorporated into in-person attendance.