Estrategias pedagógicas de maestros en educación inicial durante la pandemia: Tecnologías digitales y rol de las familias

Abstract

The pedagogical relationships of teachers with children in early education setting were altered by the move from school to home during the Covid-19 pandemic. With the objective of describing the pedagogical strategies used by early childhood teachers, semi-structured group interviews with open questions were applied to recreate the lived experience. A qualitative descriptive study was carried out with a random sample of 33 teachers located in different socioeconomic strata, in 7 cities in Colombia and located in the prekindergarten, kindergarten, transition and first grades of primary school. The results show that part of the effects corresponds to the poor knowledge shown by teachers regarding the use of digital technologies, the urgency to create pedagogical strategies that would allow attention to learning in the face of the novelty of the screen and an intervention by parents that problematized the limits and their interference in teaching. It is concluded that the pedagogical strategies used by teachers were subject to the virtual as a condition for a pedagogical interaction based on the face-to-face modality.