Methodological proposal on the analysis of the impact of confinement and online education during the COVID crisis on preschool students

Abstract

[eng] This proposal is the continuation of the qualitative research in which the problems that arose in preschool education regarding education in the period of confinement due to the COVID-19 crisis were addressed. In this study it was possible to analyze the interactions that teachers established with students and parents at a distance from the use of the virtual classroom. This study was of a qualitative nature, based on phenomenology and interviews conducted with 33 educational assistants who were students and have already graduated from the Degree in Preschool Education. The problem of disconnection (which, since 2004, García-Canclini identified as a new form of social inequality), the disruption of daily rituals, which are essential to give meaning to human existence (Han, 2020) and the Cognitive biases that arose from the triggering of emotions triggered by the pandemic (such as fear and anxiety) had a direct impact on the behavior and learning processes of basic education students (Matute, 2020), significantly changing the interaction that can be established between individuals.