Playing and intervening remotely: An (almost) impossible mission

Abstract

This research reflects on a set of interactions and interventions developed in class and at a distance before and during Covid-19 pandemic. Based on group of theoretical dimensions, we develop activities with a group of children between 2 and 5 years old. In our theoretical approach we reflect on play, learning spaces and environments, resources and the role of adults. In what concerns the methodology, we chose a mixed structure (quantitative and qualitative) to collect a greater number of data, crossing different perspectives: children, kindergarten teacher and parents.

Integrated in a larger study, this paper presents as final considerations three major key ideas guiding intervention in early childhood education in these new times of great challenges.