Experience report: Transitions during Covid-19 Outbreak and the Day Care Centers Closure
DOI:
https://doi.org/10.20952/revtee.v15i34.18101Keywords:
Covid-19, Childhood education, Early childhood developmentAbstract
Covid-19 outbreak forced the governments around the world to decide schools closure. In Brazil this circumstance lasted almost two years because a government wrong management had been marked by delays and lack implementation of public policies. The outbreak context brought important challenges for children and their families. This paper carried out a characterization and analysis of a questionnaire to assess the perception of fifteen families about care, socialization/learning, feeding and development of autonomy in shared context with children during the pandemic in a public day care center. Results show that families faced difficulties in socializing and playing. Feeding practices and use of objects-utensils during mealtimes and care had better indicators. However, difficulties in autonomy, learning, and anxiety increased. As a conclusion, the impact of pandemic changes must be evaluated, revealing actions that the school will have to carry out in the future, especially on children's development/learning processes.
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References
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Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely,S., Greenberg, N., e Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet. Doi: https://doi.org/10.1016/S0140-6736(20)30460-8.
Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S., Bachman, G., Green, O., Butchart, A., Tomlinson, M., Ward, C. L., Doubt, J., e McDonald, K. (2020). Parenting in a time of COVID-19: Correction. The Lancet, 395(10231), 1194. https://doi.org/10.1016/S0140-6736(20)30760-1
Da Silva, I. M., Lordello, S. R., Schmidt, B., e de Melo Mietto, G. S. (2020). Brazilian Families Facing the COVID-19 Outbreak. Journal of Comparative Family Studies, 51(3/4), 324–336. https://www.jstor.org/stable/26976654
Di Giuseppe, M., Gemignani, A., e Conversano, C. (2020). Psychological resources against the traumatic experience of COVID-19. Clinical Neuropsychiatry: Journal of Treatment Evaluation, 17(2), 85–87. https://10.36131/CN20200207
Graber, J. A., e Brooks-Gunn, J. (1996). Transitions and turning points: Navigating the passage from childhood through adolescence. Developmental Psychology, 32(4), 768–776. https://doi.org/10.1037/0012-1649.32.4.768
Guevara, I., Moreno-Llanos, I. e Rodríguez, C. (2020) The emergence of gestures in the first year of life in the Infant School classroom. Eur J Psychol Educ 35, 265–287. https://doi.org/10.1007/s10212-019-00444-6
Innis, R. (2016). Affective Semiosis: Philosophical Links to Cultural Psychology. In: Valsiner, J. , Marsico, G. , Chaudhary, N. , Sato, T. eDazzani, V (Eds). Psychology as the Science of Human Being. The Yokohama Manifesto. (87-104) Springer International Publishing Switzerland. https://doi.org/10.1007/978-3-319-21094-0
Ishiguro, H. (2016) How a young child learns how to take part in mealtimes in a Japanese day-care center: a longitudinal case study. Eur J Psychol Educ 31, 13–27. https://doi.org/10.1007/s10212-014-0222-9.
James, A., e Prout, A. (Eds.). (2015). Constructing and Reconstructing Childhood: Contemporary issues in the sociological study of childhood (3rd ed.). Routledge. https://doi.org/10.4324/9781315745008
Linhares, M. B. M., e Enumo, S. R. F. (2020). Reflexões baseadas na Psicologia sobre efeitos da pandemia COVID-19 no desenvolvimento infantil. Estudos de Psicologia (Campinas), 37, e200089. https://doi.org/10.1590/1982-0275202037e200089
Machado, J. C. ;Sperandio, N. (2020). Segurança Alimentar e Nutricional: Histórico, Conceito e Situação. In Morais, D. C., Sperandio, N.,Priore, S. E. Atualização e debates sobre segurança alimentar e nutricional (p. 19-40). Viçosa, MG: UFV.
Muratori, P., Ciacchini, R.(2020). Children and the COVID-19 transition: Psychological reflections and suggestions on adapting to the emergency. Clinical Neuropsychiatry, 17(2),131-134. https://doi.org/10.36131/CN20200219
Nukaga, M. (2008). The Underlife of Kids’ School Lunchtime: Negotiating Ethnic Boundaries and Identity in Food Exchange. Los Angeles: Journal of Contemporary Ethnography, v. 37, n. 3, junho. https://doi.org/10.1177%2F0891241607309770
Orrù, G., Ciacchini, R., Gemignani, A., e Conversano, C. (2020). Psychological intervention measures during the COVID-19 pandemic. Clinical Neuropsychiatry: Journal of Treatment Evaluation, 17(2), 76–79. https://doi.org/10.3389/fpsyg.2020.01900
Palacios, P., e Rodríguez, C. (2015). The Development of Symbolic Uses of Objects in Infants in a Triadic Context: A Pragmatic and Semiotic Perspective. Inf.
Poblacion, A. P, Marín-León, L., Segall-Corrêa, A. M., Silveira, J. A., Taddei, J. A. A. C. (2014). Insegurança alimentar em domicílios brasileiros com crianças menores de cinco anos. Rio de Janeiro: Cad. Saúde Pública. 30(5):1067-1078.
Rengifo-Herrera, F. (2021). Os signos são a”pupila” dos olhos ou como a relação sujeito/cultura emerge na semiosfera. Em Psicologia & Cultura: Teoria, pesquisa e prática profissional (p. 87–119). Editora Cortez.
Sprang, G., e Silman, M. (2013). Posttraumatic stress disorder in parents and youth after health-related disasters. Disaster medicine and public health preparedness, 7(1), 105–110. https://doi.org/10.1017/dmp.2013.22
Valsiner, J. (2014). An invitation to cultural psychology. SAGE Publications Ltd, https://dx.doi.org/10.4135/9781473905986
Vigotski; L. S. (2008) A brincadeira e o seu papel no desenvolvimento psíquico da criança/ Lev Semionovitch Vigotski; tradução de Zoia Prestes. Revista Virtual de Gestão de Iniciativas Sociais. Rio de Janeiro, RJ, 8, p.22-36. https://atividart.files.wordpress.com/2016/05/a-brincadeira-e-seu-papel-no-desenvolvimentopsiquico-da-crianc3a7a.pdf
Wang, G., Zhang, Y., Zhao, J., Zhang, J., e Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30547-X
Published
2022-12-20
How to Cite
Rengifo-Herrera, F. J., Mietto, G. S. de M., & Alencar, A. C. C. (2022). Experience report: Transitions during Covid-19 Outbreak and the Day Care Centers Closure. Revista Tempos E Espaços Em Educação, 15(34), e18101. https://doi.org/10.20952/revtee.v15i34.18101
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