"Surely this must be a typo"?: Preschool educators' discourse on social media during Covid-19

Abstract

The first preschools in Iceland were founded out of a need for a safe and healthy environment for children (Guðmundur Þorláksson, 1974). That role had a direct impact on working methods and practices, and emphasis was placed on outdoor activities, healthy food, and a safe environment. All those elements are still characteristic of the work of preschools, as can be seen in the current laws and the national curriculum (lög um leikskóla nr. 90/2008; Mennta- og menningamálaráðuneytið, 2011). In the history of preschools in the first decades, the purpose of their establishment was two-fold: to provide care for children in a safe and pleasant environment and to meet the need for care, among other things, due to working women and single mothers. There are clear signs of this in information relating to the entrepreneurs such as; Barnavinafélagið Sumargjöf in Reykjavík, Verkakvennafélagið Framtíðin in Hafnarfjörður and Kvenfélagið Von in Siglufjörður, all of which established preschools in the years before the Second World War (Anna Elísa Hreiðarsdóttir & Guðrún Hafdís Óðinsdóttir, 2000). The role of preschool teachers has been a subject of considerable debate throughout history, with conflicting views regarding their professionalism and the nature of their work. This debate has been especially pronounced in the context of the preschool’s role as either an educational or service institution. Such discussions have persisted through the years and continue to influence decision-making regarding preschools.

This research aims to examine the discourse of preschool staff regarding decisions about preschool education during Covid by analysing the reactions of preschool staff on social media. This is achieved by examining the language, terminology, descriptions, and metaphors used to describe attitudes, ideas, and feelings that dominate such discourse. The discussion includes a critical examination of the educational role of preschools, the level of respect accorded to the work done by kindergarten teachers, and the extent to which the public understands the activities that take place in the preschool environment.

Results showed a certain positivity amongst staff at the beginning, although some were scared and nervous at first. That discussion lasted throughout the season but decreased as time went on. Towards the end, however, there were many examples of negative feelings: anger, irritation, disappointment, hurt, resignation, and exhaustion. There were four issues in the discussion, as mentioned earlier: 1) fear, anxiety, and uncertainty; 2) lack of knowledge by the government and others about the activities of preschools; 3) disrespect for preschool staff, and 4) disrespect for preschool activities. The conclusions can be drawn from the discussion that staff experience a tendency to ignore the educational role of preschools during Covid.

Considering the historical aspect, one could say that not much has been achieved; the educational role tends to be overshadowed by the service role, which is negative as regards the teachers’ professional sense. Looking back, an argument can be made that the government and others involved in the public debate could have done a better job in their coverage of preschools during Covid. But what is particularly problematic is that none of this is new in the experience of preschool staff, neither in the past nor in our times. Children, especially the youngest age group, have little voice in Icelandic society and unfortunately preschoolers have few advocates other than the preschool staff.

Three conclusions are drawn at the end of this entire review. First, history shows that the discussion on preschools often takes place outside the schools, and without the professionals. This needs to change. Secondly, the educational role of kindergarten is clear, and this should be the focal point in all relevant decisions. Thirdly, the service role of preschools is aimed at the children and their needs, and thus all decisions about the activities of preschools must be considered with children’s well-being in mind.