The effects of pandemic on inequalities of learning opportunities in early childhood education
DOI:
https://doi.org/10.18222/eae.v32.8314Keywords:
Early Childhood Education , Covid-19 , Educational Opportunities , Socio-Educational InequalitiesAbstract
This article discusses the effects of the COVID-19 pandemic on the learning opportunities of children enrolled in preschool in the Brazilian context. The preliminary results presented are based on ongoing research including a sample of 77 public, subsidized non for profit and common private schools and 2,070 children in two cities. Data collected from questionnaires to teachers and parents are used to map the schools’ pedagogical strategies, their communication with families, and the home learning environment of families with different socioeconomic profiles. The results show inequalities in access to learning opportunities and possible implications for the increase of educational inequalities at the beginning of compulsory schooling.
Downloads
References
BARBIERIA, L. G.; CANTANELLI, L. G.; SCHMALZ, P. H. S. Uma avaliação dos programas de educação pública dos estados e capitais brasileiras durante a pandemia do Covid-19. Rede Políticas Públicas e Sociedade, FGV/EESP, CLEAR, 2021. (Working Paper). Disponível em: http://fgvclear.org/site/wp-content/plugins/download-attachments/includes/download.php?id=2581. Acesso em: 5 maio 2021.
BARNETT, S. W.; JUNG, K. The pandemic and preschool education in five charts. NEPC Newsletter, September 2020.
BARTHOLO, T. L.; KOSLINSKI, M. C.; COSTA, M.; BARCELLOS, T. What do children know upon entry to pre-school in Rio de Janeiro? Ensaio: Avaliação e Políticas Públicas em Educação, Rio de Janeiro, v. 28, n. 107, p. 292-313, 2020.
BOONE, W. J. Rasch analysis for instrument development: why, when, and how? CBE Life Science Education, London, v. 15, n. 4, p. 1-7, dez. 2016.
BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Censo da Educação Básica 2020: resumo técnico. Brasília, DF: Inep, 2021.
CAMPOS, M. M.; BHERING, E. B.; ESPOSITO, Y.; GIMENES, N.; ABUCHAIM, B.; VALLE, R.; UNBEHAUM, S. A contribuição da educação infantil de qualidade e seus impactos no início do ensino fundamental. Educação e Pesquisa, São Paulo, v. 37, n.1, p. 15-33, jan./abr. 2011.
CAMPOS, M. M.; VIERA, L. F. Covid-19 and early childhood in Brazil: impacts on children’s well-being, education and care. European Early Childhood Education Research Journal, v. 29, n. 1, p. 125-140, 2021.
CASTRO, D. L. Público ou privada: o impacto da rede escolar na aprendizagem e desigualdades escolar. 2021. Dissertação (Mestrado) − Programa de Pós-Graduação em Educação, Universidade Federal do Rio de Janeiro, Rio de Janeiro, 2021.
DAMIANI, M. F.; DUMITH. S.; HORTA, B. L.; GIGANTE, D. Educação infantil e longevidade escolar: dados de um estudo longitudinal. Estudos em Avaliação Educacional, São Paulo, v. 22, n. 50, p. 515-532, dez. 2011.
DEFEYTER, M. A.; HIPPEL, V. P.; SHINWELL, J.; MANN, E.; HENDERSON, E.; BROWNLEE, I.; PEPPER, G.; STRETESKY, P.; LONG, M.; MCKENNA, J.; DALY-SMITH, A.; LALLI, G.; BUNDY, D.; DRAKE, L. Written evidence submitted by Professor Greta Defeyter. Covid-19: back to school, rebuilding a better future for all children. Research report. s.l: s.n, 2020. Disponível em: https://committees.parliament.uk/writtenevidence/3787/pdf/. Acesso em: Dec. 2021.
EDUCATION ENDOWMENT FOUNDATION. Impact of school closures on the attainment gap. Rapid Evidence Assessment. London, Jun. 2020a. Disponível em:
EEF_(2020)_-_Impact_of_School_Closures_on_the_Attainment_Gap.pdf(educationendowmentfoundation.org.uk). Acesso em: 5 nov. 2020.
EDUCATION ENDOWMENT FOUNDATION. Remote learning. Rapid Evidence Assessment. London, Apr. 2020b. Disponível em: Best Evidence on Supporting Students to Learn Remotely-EEF-Full Report.pdf. Acesso em: Nov. 5, 2020.
ENGZELL, P.; FREY, A.; VERHAGEN, M. D. Learning inequality during the Covid-19 Pandemic. SocArXiv, 29, Oct. 2020. Disponível em: https://doi.org/10.31235/osf.io/ve4z7. Acesso em: 5 nov. 2020.
FUNDAÇÃO CARLOS CHAGAS; FUNDAÇÃO LEMANN; FUNDAÇÃO ROBERTO MARINHO; INSTITUTO PENÍNSULA; ITAÚ SOCIAL. Retratos da educação no contexto da pandemia do coronavírus. Perspectivas em diálogo. São Paulo, FCC/F. Lemann/F. R. Marinho/I. Península/Itaú Social, ago. 2020. Disponível em: Pesquisa Retratos-da-educacao-no-contexto-da-pandemia-de-coronavirus.pdf (movinovacaonaeducacao.org.br). Acesso em: 1 fev. 2021.
GUERRERO, G. Midiendo el impacto de la covid-19 en los niños y niñas menores de seis años en América Latina: mapeo de encuestas en curso y sistematización de lecciones aprendidas. Programa de Educación del Diálogo Interamericano y la Oficina Regional para América Latina y el Caribe de Unicef, Washington, DC, 2021. Disponível em: https://www.thedialogue.org/wp-content/uploads/2021/01/Midiendo-el-impacto-de-la-Covid-19-en-los-ninos-y-ninas-menores-de-seis-anos-en-America-Latina-2.pdf. Acesso em: 10 fev. 2021.
HALTERBECK, M.; CONLON, G.; PATRIGNANI. P.; PRITCHARD, A. Lost learning, lost earning. London: The Sutton Trust Foundation, Oct. 2020.
HOWES, C.; BURCHINAL, M.; PIANTA, R.; BRYANT, D.; EARLY, D. M.; CLIFFORD, R. M.; BARBARIN, O. Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, v. 23, n. 1, p. 27-50, 1st quarter 2008.
KOSLINSKI, M. C.; BARTHOLO, T. L. Desigualdades de oportunidades educacionais no início da trajetória escolar no contexto brasileiro. Lua Nova, São Paulo, n. 110, p. 215-245, 2020.
KOSLINSKI, M. C.; GOMES, R. C.; RODRIGUES, B. L. C.; ANDRADE, F. M.; BARTHOLO, T. B. Ambiente de aprendizagem em casa e o desenvolvimento cognitivo na educação infantil. Educação & Sociedade, São Paulo, v. 45, e249592, 2021.
MALDONADO, J. A.; DE WITT, K. The effect of school closures on standardised test. Ku Leuven, 2020. (Discussion Paper Series DPS20.17).
NICHD. Child-care effect sizes for the NICHD study of early child care and youth development. American Psychologist, Washington, DC, v. 61, n. 2, p. 99-116, Feb./Mar. 2006.
OLIVEIRA, B. R.; OLIVEIRA, A. C. P.; JORGE, G. M. S.; COELHO, J. I. F. Implementação da educação remota em tempos de pandemia: análise da experiência do Estado de Minas Gerais. Revista Ibero-Americana de Estudos em Educação, Araraquara, SP, v. 16, n. 1, p. 84-106, 2021.
PALHARES, I. Só 3% dos alunos de 4 a 17 anos do país voltaram a ter aulas presenciais neste ano. Folha de S. Paulo, São Paulo, 11 dez. 2020.
PASCAL, C.; BERTRAM, T.; CULLINANE, C.; HOLT-WHITE, E. Covid-19 and social mobility impact brief #4: early years. Research Brief. London: The Sutton Trust, Jul. 2020. Disponível em: Early-Years-Impact-Brief.pdf (suttontrust.com). Acesso em: 10 dez. 2020.
PEISNER-FEINBERG, E. S.; BURCHINAL, M. R.; CLIFFORD, R. M.; CULKIN, M. L.; HOWES, C.; KAGAN, S. L.; YAZEJIAN, N. The relation of preschool child-care quality to children ́s cognitive and social developmental trajectories through second grade. Child Development, Hoboken, v. 72, n. 5, p. 1534-1553, Sep./Oct. 2001.
SAMMONS, P.; SYLVA, K.; MELHUISH, E.; SIRAJ-BLATCHFORD, I.; TAGGART, B.; HUNT, S. Influences on children’s attainment and progress in key stage 2: cognitive outcomes in year 6. Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11). London: Department for Children, Schools and Families, 2008. (Research Report DCSF-RR048).
SÃO PAULO (Estado). Secretaria de Educação. O impacto da pandemia na educação: avaliação amostral da aprendizagem dos estudantes. São Paulo, 2021. Disponível em: https://www.educacao.sp.gov.br/wp-content/uploads/2021/04/Apresentação-Estudo-Amostral.pdf. Acesso em: 10 ago. 2021.
SYLVA, K.; MELHUISH, E.; SAMMONS, P.; SIRAJ-BLATCHFORD, I.; TAGGART, B. Early childhood matters: evidence from the effective pre-school and primary education project. Abingdon: Routledge, 2010.
TYMMS, P.; JONES, P.; ALBONE, S.; HENDERSON, B. The first seven years at school. Educational Assessment, Evaluation and Accountability, Washington, DC, v. 21, n. 1, p. 67-80, Jan. 2009.
UNESCO. Global monitoring of school closures caused by Covid-19. [2020]. Disponível em: https://en.unesco.org/covid19/educationresponse. Acesso em: 15 dez. 2020.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Estudos em Avaliação Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
