Transforming the educational relationship in emergency situations: an investigation of early childhood services (0-6) during the time of Covid-19

Abstract

We are living in a time of emergency and dramatic transformations, which challenge each of us both professionally and personally. Faced with the effects of the pandemic, the educational profession maintains its responsibility to demonstrate the resilience to continue, today more than ever in a logic of social inclusion, to develop resources and promote growth, autonomies and learning. Through the voices of privileged witnesses (educators, coordinators, curricular and specialized teachers), this contribution analyses experiences and practices that promote in everyday life a reviewed and reinterpreted educational relationship. Using interviews, questionnaires and documentation produced by early childhood services mainly in Lombardy and Emilia-Romagna in the first months of lockdown, we will highlight the changes introduced. The intention is to understand experiences and ethical-moral questioning, modifications to project development, and conditions for the continuity of educational processes through renewed relations, capable of bringing out the main and generative features of educating.