Nota introdutória

Pequito, Paula; Pinheiro, Ana; Silva, Brigite; Gonçalves, Daniela; Cortesão, Irene; Neves, Ivone; Medeiros, Paula

doi:10.17346/se.vol30.442

Cited by 1 publication

(7 citation statements)

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“…11). On the other hand, contrary to data in the project I3-Intervention, Interaction and Childhood (Pequito et al, 2020), in which educators' constraints were related to training in technologies and equipment needs, families revealed a totally different reality: only 3% refer not having resources and 1% not having technological skills. The fact that the data collection instrument was digital excludes, to a large extent, the possible respondents who effectively lack resources and have gaps in training and technological literacy.…”

Section: F Constraints Faced With the Activitiescontrasting

confidence: 61%

“…The confinement of families in the same space, for such a long period of time, began to promote a change of routines and practices from the one existing in early years environments, usually spaces of privileged presence. At the same time, we know that many early childhood educators implemented activities with families and children in a diversified way (Pequito et al, 2020). This study presents a portrait of family's perspectives who, at home, supported children in their distance interactions.…”

Section: Discussionmentioning

confidence: 96%

“…With young children, the development of interaction at a distance implied the constant presence of the adult helping to use digital resources. In this context, it was up to families to ensure monitoring the child during activities and establish a mediation between the child and the early childhood educator (Pequito et al, 2020). Thus, for this mediation to be possible, it was important for the early childhood educator to help families understand technologies as an aid to the development of their children's skills (Dias & Brito, 2018).…”

Section: Adult's Role and Technological Supportmentioning

confidence: 99%

“…In this context, educators and families of young children should seek to establish a network of continuous contact with each other, through the most varied technological means (Pequito et al, 2020). The maintenance of this network by all those involved in this process is necessary and fundamental (Sarmento & Bento, 2020).…”

Section: Adult's Role and Technological Supportmentioning

confidence: 99%

“…Early years settings, however, although physically closed, remained active. The data from the Observatory for the Future of Early Childhood Education in the report I3 -Intervention, Interaction and Childhood (Pequito et al, 2020) reflect that 99% of the surveyed institutions promoted distance activities and interacted with children and families during these challenging times.…”

Section: Introductionmentioning

confidence: 99%

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Children, Families, and Early Childhood Educators: A Study on Social Confinement in Portugal

Silva

Pinheiro²,

Pequito

et al. 2023

EJEDU

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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.

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Section: F Constraints Faced With the Activitiescontrasting

confidence: 61%

Section: Discussionmentioning

confidence: 96%

Section: Adult's Role and Technological Supportmentioning

confidence: 99%

Section: Adult's Role and Technological Supportmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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