Childhood Education in Santiago Norte and the challenges of the Covid-19 Pandemic
DOI:
https://doi.org/10.22491/2236-5907119505Keywords:
Early Childhood Education, Gender, Social Classes, Pedagogical Activities, Covid-19Abstract
The main point of this research is to explain the impact of the Covid-19 pandemic on early childhood education in the northern region of Santiago island, Cape Verde. It was used a qualitative methodological approach to gather data by carrying out interviews. In Cape Verde, it is concluded, at the socio-educational level, childhood education suffered the impact of Covid-19, with a special focus on the most disadvantaged families in the social, economic and cultural spheres. Relatively to pedagogical practices, Covid-19 had a great psycho-pedagogical impact, as there were changes in daily activities, a fact that interfered with pedagogical action, especially in terms of encouraging autonomy and the development of interpersonal relationships between children, despite having spent a longer time with their families at home. At the professional level, the precariousness of working relationships weighed heavily during the pandemic, especially in some private kindergartens, which had difficulties and delays in salary levels, and social security was not able to cover or participate in all cases. Thus, there is a need for the State to assume more effectively the professionals of pre-school education.
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