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‘Distance creates distance’ : preschool staff experiences and reflections concerning preschool introduction during the covid-19-Pandemic

Andersson Søe, Martina LU ; Schad, Elinor LU orcid and Psouni, Elia LU orcid (2023) In International Journal of Early Years Education 31(1).
Abstract

The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Based on analysis of open-ended survey data (N = 465), the present study explores how Swedish preschool staff has experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuate the importance of engaging... (More)

The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Based on analysis of open-ended survey data (N = 465), the present study explores how Swedish preschool staff has experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuate the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrains the important relationship-building between staff and parents. Moreover, the children seem to interpret the parent-staff physical distance as relational distance, which negatively affects their emerging relationship to preschool staff. Our results also show that how parental participation is organised during preschool introduction may be of critical importance for staff-child relational establishment, providing insights for researchers and practitioners in the field valuable to consider also in a non-pandemic context.

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author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
covid-19, introduction to preschool, pandemic, parent-preschool relationships, Preschool
in
International Journal of Early Years Education
volume
31
issue
1
pages
17 pages
publisher
Routledge
external identifiers
  • scopus:85122867580
ISSN
0966-9760
DOI
10.1080/09669760.2022.2025584
language
English
LU publication?
yes
id
5137233c-a1c7-40bd-bd39-810aa54a8326
date added to LUP
2022-02-24 15:01:38
date last changed
2024-02-08 10:01:16
@article{5137233c-a1c7-40bd-bd39-810aa54a8326,
  abstract     = {{<p>The social restrictions during the covid-19 pandemic have challenged many aspects of preschool everyday life. Particularly vulnerable to these restrictions is the aspect of introducing new children to preschool, since preschool introduction constitutes a natural arena for establishment of preschool staff’s relationships with children and their parents. Based on analysis of open-ended survey data (N = 465), the present study explores how Swedish preschool staff has experienced and dealt with the pandemic restrictions during preschool introduction. Our qualitative analysis resulted in three categories and six subcategories, including results demonstrating that social distancing-restrictions accentuate the importance of engaging relationally with the families, while simultaneously constituting a disconcerting complication since the physical distance constrains the important relationship-building between staff and parents. Moreover, the children seem to interpret the parent-staff physical distance as relational distance, which negatively affects their emerging relationship to preschool staff. Our results also show that how parental participation is organised during preschool introduction may be of critical importance for staff-child relational establishment, providing insights for researchers and practitioners in the field valuable to consider also in a non-pandemic context.</p>}},
  author       = {{Andersson Søe, Martina and Schad, Elinor and Psouni, Elia}},
  issn         = {{0966-9760}},
  keywords     = {{covid-19; introduction to preschool; pandemic; parent-preschool relationships; Preschool}},
  language     = {{eng}},
  number       = {{1}},
  publisher    = {{Routledge}},
  series       = {{International Journal of Early Years Education}},
  title        = {{‘Distance creates distance’ : preschool staff experiences and reflections concerning preschool introduction during the covid-19-Pandemic}},
  url          = {{http://dx.doi.org/10.1080/09669760.2022.2025584}},
  doi          = {{10.1080/09669760.2022.2025584}},
  volume       = {{31}},
  year         = {{2023}},
}