Desafíos que enfrentan las docentes de Educación Inicial en ambientes virtuales de aprendizaje en el contexto de la pandemia

Abstract

This research aims to understand the challenges Early Childhood Education teachers face in Virtual Learning Environments (VLE) in the context of the pandemic. A monographic work was elaborate with a qualitative approach with a descriptive-exploratory scope. Six teachers were in charge of the Early Education levels during the pandemic and belonged to the public and private institutions in rural and urban areas of the of Azuay-Ecuador province participated in the study. For theoretical support, was carried out documentary research. Afterward, a semi-structured interview was applied in two modalities: virtual and on-site, for which a questionnaire of openended questions was produce to obtain information. The results indicate that the teachers have made efforts in their pedagogical practice during the pandemic, emphasizing the search for alternatives to promote the emotional well-being of themselves and their students during the virtual period. Faced with the need to support the families, they took biosecurity risks to go to the homes and provide the material to continue with the infant's learning without taking into account the personal situations of the teachers.