Remote Education in Kindergarten During the Pandemic in Teachers’ Perception

Abstract

The subject of this interpretative research is knowledge about the planning, organisation and implementation of remote kindergarten education by kindergarten teachers of the Lubusz and Lower Silesian voivodeships using non-standardised interviews. The need for a sudden transition to remote education highlighted not only shortcomings in institutions preparing online classes, but also the low digital competences of kindergarten teachers, as well as children and their parents. The school managements did not present a position, but simply had talks with the teachers about how to implement remote preschool education. Teachers described how their remote work evolved, from simple transfer of materials, through texts read, experiments, theatres, or films. They pointed out the lack of ability to work remotely, spending more time (than in ordinary work) at the expense of their private life. For teachers, the problem was also the lack of interaction with children. Some of the parents even disregarded cooperation with the teacher at the expense of their children. Generally speaking, teachers had a negative attitude towards remote preschool education.