The Transition of the Educational Landscape amid the Covid-19 Pandemic:

Challenges and Problems Involved in Teaching Practice in Early Childhood Education Classes

Abstract

This article aims to study the reflexes caused by the Coronavirus pandemic (COVID-19) in education, with the implementation of distance education (EAD). We will observe through the reports of experiences, the difficulties experienced by the teachers of Early Childhood Education classes during remote classes, questioning and demonstrating whether remote teaching is possible for these children. During the course of our research, many difficulties on the part of teachers, during remote teaching, were presented, one of them being the use of ICT's in their classes, as many were not aware of which tools to use and, those who had, did not know how to handle correctly. Another factor observed was the behavior of families that feel insecure in helping their children in the educational process, resulting in the large portion of cancellation of enrollment of students in early childhood education, especially in small institutions. This work will provide teachers with a new view on how and how to work with these students in a meaningful way, presenting ways to use ICTs, during remote classes, as a teaching tool, helping us through neuroscience studies on the functioning from the brain in learning, from early childhood, BNCC as a regulator of the curriculum for early childhood education and LDB as a regulatory law. And, finally, it will promote families' awareness of the importance of not giving up their children's education momentarily during remote classes, providing alternatives for the student's development to continue in a self-sufficient way, even without being present in school activities.