Early childhood in Latin America: managing emotions and quality interactions post-pandemic

Abstract

The aim of this research is to interpret the management of emotions and quality interactions by teachers from an experiential perspective, within the context of post-pandemic early childhood in Latin America. Within this frame, work was carried out in eight countries of the region with teachers specialized in early childhood education. Interviews were used to process the information collected. An interpretative approach to reality was adopted, together with the precepts of Grounded Theory and its Constant Comparative Method. The findings allow visualizing the categories Emotion Management and Quality Interaction as elements defined by the subcategories emotional approach, emotional management, emotional tools, responsive environments, teacher training, and emotional self-regulation. The concluding reflections in relation to the stated objective highlight the importance and relevance for teacher training of fostering the approach to emotions and their incorporation into the design of learning situations.