The rescue of pre-pandemic memory under Vygotsky’s light

Abstract

The aim of this article is to reflect, in the light of Vygotsky's theory, on the memory and experiences of kindergarten children in transition to elementary school during the COVID-19 pandemic. This is a reflective-theoretical study based on the works of this author, but also others, which allowed us to reflect on the objective of the study. It emerged that the theory of Vygotsky's Cultural-Historical Psychology contributes to understanding the challenges and psychosocial impacts faced by children due to this global health crisis. The isolation caused a rupture in the transition period from nursery school to elementary school, negatively affecting the children's experience. The return to school was marked by feelings such as fear, uncertainty, pain, wounds and hardship, which points to the need for strategies to offer support and inclusion, such as promoting mental health, socio-emotional skills, creating safe learning spaces and valuing cultural diversity. Since Vygotsky's cultural-historical psychology considers that the human condition suffers external influences of a social, cultural and historical nature, the study carried out revealed the psychosocial impacts experienced by children, especially in the transitional period between their schooling levels during and after this pandemic. It is recognized, however, that there is a need for further studies in the search for ways to overcome the difficulties presented by children after the pandemic.