Resumen

EVARISTO, Debora Cristina da Silva; QUEIROGA, Bianca Arruda Manchester de  y  CAPELLINI, Simone Aparecida. Impacts of social isolation on the development of preschoolers. Rev. psicopedag. [online]. 2023, vol.40, n.121, pp. 17-27. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20230002.

One of the main strategies used to contain the progression of the COVID-19 pandemic was social isolation. Schools had to adapt to a new operating format, seeking to offer remote teaching through new activities and tools. Teachers and family members had to adapt to these new conditions, even without prior preparation and with many difficulties. It is noteworthy that Early Childhood Education was particularly affected by the changes, as it is a period in which playful experiences and social interactions are very important. The objective of this research was to investigate the perception of parents and teachers about the impact of social isolation on the development of preschoolers. Interviews were carried out with 5 parents and 5 teachers, remotely, the information was transcribed, categorized and interpreted, following the technique of content analysis in the thematic modality. From the interviewees' discourse, it was possible to extract the following categories: 1. Difficulties in adapting to remote teaching; 2. Delays in children's language development and learning; 3. Importance of the relationship between family and school. It is concluded that parents and teachers faced great difficulties and noticed important delays in skills such as attention, concentration, recognition of letters and numbers, due to social isolation measures. It is noteworthy that, according to the reports, the partnership between the family and the school was essential at this time.

Palabras clave : COVID-19; Social Isolation; Child Rearing; Cognitive Development; Language Development.

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