LEADERSHIP IN EARLY CHILDHOOD EDUCATION IN TIMES OF PANDEMIC

Abstract

The COVID-19 pandemic made it possible to visualize the importance of educational leadership and its reactivation in the classroom, gathering the learnings that the health experience has left. This leads to a proposed paradigm shift based on what has been experienced in this crisis, where the transformation is to rescue the accumulated knowledge of educational communities, who have driven new ways of carrying out pedagogical work.

In Early Childhood Education, pedagogical interactions in the classroom are highlighted as irreplaceable, and in this sense, a paradigm shift is a proposal on how public policy and educational leadership are conducted and experienced in each educational context, recognizing the knowledge cultivated by the system and empowering it. Additionally, in early education, the Framework for Good Management and Leadership in Early Childhood Education emerges, which was created during the pandemic as a guiding framework for expected practices for educational quality at this level, considering the different realities that pose challenges for management teams who must incorporate multiple forms of management, both administrative and pedagogical.

Responding to the need for an educational policy that consolidates the leadership role in a globalized and challenging world, with an increasing demand for respect for diversity and local identities, it allows for reflection on the type of early childhood educator to be trained based on the specific characteristics of the educational level and early childhood, where boys and girls are subjects of rights and protagonists of their learning.