No abstract

This article presents a study about the interaction between children aged between 3 and 6 years and their families with early childhood education institutions in Portugal during social confinement due to the pandemic by COVID-19. Data collection took place during 2020 and early 2021 and, through the application of a questionnaire survey, included a universe of 490 respondent families. Data collected from the families focused on the structure and family organization; the routines implemented by the family in children’s daily life; the activities valued/promoted by parents during this period; the interactions with early childhood educators; the existing difficulties and constraints. Among the various aspects analysed, the results showed a concern for maintaining interaction between the early years settings, children and families, and there was a regular interaction at a distance on the part. There was a concern for an adequate intervention at a distance that would fulfill family needs, taking place at regular and stable moments. For most families, proposals made by schools were meaningful for the children, reflecting the importance they attached to the role of the early childhood educator, even at a distance. Many families expressed that the children seemed to be adapting to a new routine, even though they missed school, their peers, and careers.