ABSTRACT

This article analyses the experience of a Chilean early childhood (EC) teacher in the context of the COVID-19 pandemic. Part of a broader qualitative and narrative research, this article is a case study based on her professional experience during the pandemic. The results reveal four phases in the process: (1) initial confusion, (2) proposal, (3) disappointment and action, (4) balance and dialogue. The narrative shows a series of situations experienced by the EC teacher in her relationship with the children’s families, where identity negotiation emerged linked to the revalidation of her professional role. In addition, developing teaching and collaborative skills to respond to emergency situations is highlighted. Based on this experience, the need to elicit cultural changes that articulate care and pedagogical fields in EC education in Chile is analysed.

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