TEACHING AND PLAY PROPOSALS ON SOCIAL NETWORKS OF EARLY CHILHOOD EDUCATION, DURING THE COVID -19 PANDEMIC PERIOD.

Abstract

This study addresses the teaching proposals built by early childhood education during the pandemic context, specifically taking into account play and the way in which teachers presented it, on social networks. Based on a qualitative methodology (STRAUSS; CORBIN, 2002), we analyze posts made between May and October 2021, in four schools located in different neighborhoods of the Buenos Aires metropolitan area (AMBA). The results show that schools make posts with various aims and contents. The amount of posts of playful activities differs according to the "degree of formalization" of the institutions (SIRVENT, 2008). Specifically, the posts about games were characterized by presenting different types of playful activities and ways of teaching as well as several guidelines for the families, all made by the teachers. The data offers evidence on the aspects to take into account to move towards the genuine inclusion of game (SARLÉ, 2017) and the place that assumes the pre-school as to enrich the experience and to enhance the possibility of playing.