La percepción de los docentes de educación inicial acerca de los efectos del confinamiento en la integración social y escolar de niños de 3 a 6 años, en dos escuelas privadas de la localidad.

Abstract

The instance of the pandemic has made education a complex and challenging environment, where its participants, students, have had to adapt vertiginously to digitalization. In fact, in a cruel twist of fate, young children have had to adapt as well. They’ve embraced the new modality, however, in these young ones, the effects have been more marked and significant. This has produced obstacles in their progress and potential, both personal and educational. On the other hand, teachers have had to develop new strategies for these young children, and this has proven to be challenging. This is due to the fact that the pandemic has triggered different psychological conditions in them. That is why the objective of this research focuses on analyzing the effects of confinement on the process of social and educational integration in boys and girls from 3 to 6 years old from the perspective of teachers in two private schools of the city. A qualitative-based methodology was used along with the abductive method and the use of semi-structured interviews and checklists; where, finally, a summary of the interviews and checklists carried out regarding the social and educational integration perceived by teachers in initial education is attached.