Research Article
BibTex RIS Cite

COVID-19 Pandemi Döneminde Okul Öncesi Çocukların Ebeveynlerinin Erken Çocukluk Eğitimine Bakış Açıları

Year 2022, Volume: 23 - Special Issue for 7th. International Early Childhood Education Congress, 1 - 22, 30.09.2022
https://doi.org/10.12984/egeefd.1035581

Abstract

Bu çalışma, COVID-19 pandemi döneminde çocuğu okul öncesi eğitim kurumuna devam eden ebeveynlerin uzaktan eğitim deneyimlerine, uzaktan eğitimin okul öncesi dönem çocukları için uygulanabilirliği ile uygunluğuna ve çocuk-ebeveyn etkileşimi konularına ilişkin bakış açılarını incelemektedir. Araştırmada, COVID-19 Sürecinde Okul Öncesi Dönem Çocuklarının Pandemi ve Uzaktan Eğitim Sürecine Adaptasyonuna İlişkin Ebeveyn Görüşleri anketi kullanılmıştır. Bu anket, üç bölümden, 49 maddeden oluşmuştur ve 146 veli tarafından doldurulmuştur. Betimsel nitelikteki bu araştırma, nicel veri analizi yapılarak desteklenmiştir. Araştırma sonuçlarına göre ailelerin çoğu, uzaktan eğitim süreçlerinin çocukların öğrenme süreçleri ve gelişimleri açısından yeterince verimli olmadığını düşünmektedirler. Aileler aynı zamanda yüz yüze eğitimin yerini alan uzaktan eğitimde, farklı türde etkinlikler yapılmasına rağmen bunların çocuklara katkısının eski normale kıyasla sınırlı düzeyde olduğunu düşünmektedirler. Ek olarak, ekran zamanının zorunlu olarak artmasının ve uzaktan eğitimde etkileşimin ve iletişimin yeterli düzeyde olmamasının çocukta birtakım davranışsal ve duygusal tepkilere neden olduğunu da düşünmektedirler. Eski normalde dahi okul öncesi eğitime erişim oranının düşük olduğu ülkemizde, uzaktan eğitim uygulamalarının fırsat eşitliğini daha da bozduğu aileler tarafından belirtilmiştir. Bu çalışmanın, erken çocukluk döneminde uzaktan eğitim yaklaşımlarının işlevselliğinin ve etkililiğinin gözden geçirilmesinde, içerik ve hedef kitlesinin belirlenmesinde katkısı olacağı düşünülmektedir.

References

  • Akkaş Baysal, E., Ocak, G., & Ocak, İ. (2020). Parent views on preschool children's EBA and other distance education activities during the Covid-19 epidemic. International Journal of Social Sciences Education, 6(2), 185-214. doi: 10.47615/issej.835211
  • Alan, Ü. (2021). Distance education during the Covid-19 pandemic in Turkey: Identifying the needs of early childhood. educators. Early Childhood Education Journal, 49, 987-994. doi: 10.1007/s10643-021-01197-y
  • Aldhafeeri, F. M., & Khan, B. H. (2016). Teachers’ and students’ views on e-learning readiness in Kuwait’s secondary public schools. Journal of Educational Technology Systems, 45(2), 202-235. doi: 10.1177/0047239516646747
  • Altın, F. ve Gündoğdu, K. (2021). Okul öncesi eğitimde uzaktan eğitim uygulamalarının öğretmen görüşleri doğrultusunda incelenmesi: Sorunlar ve öneriler. International Journal of Contemporary Educational Studies (IntJCES), 7(2), 577-592.
  • Asmawati, L., & Hidayat, S. (2020). Parenting e-book: Coping early childhood education problems during learning from home. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 332-340. doi: 10.21009/jpud.142.11
  • Başaran, M. ve Aksoy, A. B. (2020). Anne-babaların korona-virüs (COVID-19) salgını sürecinde aile yaşantılarına ilişkin görüşleri. Journal of International Social Research, 13(71), 668-678. doi: 10.17719/jisr.10589
  • Blum-Ross, A., & Livingstone, S. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. New York, NY: Oxford University Press.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. doi: 10.5281/zenodo.3778083
  • Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology use and sleep quality in preadolescence and adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433-1441. doi: 10.5664/jcsm.5282
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2020). Bilimsel araştırma yöntemleri (28. baskı). Ankara: Pegem Akademi.
  • Clements, D. H., & Sarama, J. (2019). Technology in early childhood education. In O. N. Saracho (Ed.), Handbook of research on the education of young children (4th ed.), (pp. 1-16). New York, NY: Routledge. doi: 10.4324/9780429442827-14
  • Creswell. J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: MA: Pearson.
  • Çaykuş, T. E. ve Mutlu Çaykuş, T. (2020). Covid-19 pandemi sürecinde çocukların psikolojik dayanıklılığını güçlendirme yolları: Ailelere, öğretmenlere ve ruh sağlığı uzmanlarına öneriler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 95-113.
  • Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (Eds.). (2018). Digital childhoods. Amsterdam: Springer.
  • de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 37(1), 47-53.
  • DiCarlo, C. F., Baumgartner, J. J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-age children. Journal of Research in Childhood Education, 30(2), 143152. doi: 10.1080/02568543.2016.1143416
  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1-9. doi: 10.1016/j.childyouth.2020.105440
  • Eğitim Bilişim Ağı [EBA]. (2020). TRT EBA TV ders yayını. http://www.eba. gov.tr/ adresinden elde edildi.
  • Eğitim Reformu Girişimi [ERG]. (2020). Eğitimin içeriği: Eğitim izleme raporu 2020. https://www.egitimreformugirisimi.org/wp-content/uploads/2020/11/EI%CC%87R20_Egitimin-%C4%B0cerigi.pdf adresinden elde edildi.
  • Etang, A., & Himelein, K. (2020). Monitoring the Ebola crisis using mobile phone surveys. In J. Hoogeveen & U. Pape (Eds.), Data Collection in Fragile States: Innovations from Africa and Beyond. Cham: Springer International Publishing. doi: 10.1007/978-3-030-25120-8
  • Ewing, L. A., & Cooper, H. (2021). Technology-enabled remote learning during COVID-19: Perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 1-17. doi: 10.1080/1475939X.2020.1868562
  • Fantozzi, B. V. (2022). Digital tools for learning, creating, and thinking: Developmentally appropriate strategies for early childhood educators: Developmentally appropriate strategies for early childhood educators. New Jersey: National Association for the Education of Young Ch.
  • Fleer, M. (2017). Digital Pedagogy: How teachers support digital play in the early years. In J. Bowen (Ed.), Digital technologies and learning in the early years (pp. 114-126). New York, NY: Sage. doi: 10.4135/9781526414502.n10
  • Geldard, K., Geldard, D., & Foo, R. Y. (2017). Counselling children: A practical introduction. London: Sage.
  • Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital technologies in early childhood: Attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 167-184. doi: 10.29333/iji.2020.13111a
  • Gol-Guven, M. (2018). Ensuring quality in early childhood education and care: The case of Turkey. Early Child Development and Care, 188(5), 557-570. doi: 10.1080/03004430.2017.1412957
  • Gromada, A., Richardson, D., & Reese, G. (2020). Childcare in a global crisis. The impact of Covid-19 on work and family life. UNICEF Office of Research. Milan, Italy: Innocenti.
  • Gür, H., & Filiz, A. (2022). Parents’ views on distance education during the COVID-19 pandemic. Journal of Educational Technology & Online Learning, 5(1), 84-104. doi: 10.31681/jetol.1033469
  • Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood, 39(4), 114–122. doi: 1 0.1177/183693911403900415
  • Hatzigianni, M., & Kalaitzidis, I. (2018). Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age. British Journal of Educational Technology 49(3), 883-895. doi: 10.1111/bjet.12649
  • Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran pada masa pandemi Covid-19. Jurnal Teknologi Pendidikan, 22(1), 65-70. doi: 10.21009/jtp.v22i1.15286
  • Hiniker, A., Radesky, J. S., Livingstone, S., & Blum-Ross, A. (2019, April). Moving beyond the great screen time debate in the design of technology for children. Oral Presentation, CHI Conference on Human Factors in Computing Systems, Scotland, United Kingdom. Retrieved from https://dl.acm.org/citation.cfm?id=3311745
  • Hornby, G. (2011). Parental involvement in childhood education: Building effective school family partnerships. New York, NY: Springer.
  • House, R. (2012). The inappropriateness of ICT in early childhood: Arguments from philosophy, pedagogy, and developmental research. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp. 105-120). London: Routledge. doi: 10.4324/9780203115558
  • Huber, B., Highfield, K., & Kaufman, J. (2018). Detailing the digital experience: Parent reports of children’s media use in the home learning environment. British Journal of Educational Technology, 49(3), 1-24. doi: 10.1111/bjet.12667
  • Isikoglu Erdogan, N., Johnson, J. E., Dong, P. I., & Qiu, Z. (2019). Do parents prefer digital play?: Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47(2), 131-142. doi: 10.1007/s10643-018-0901-2
  • Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202-218. doi: 10.1177/0013124502239392
  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement, Urban Education, 40(3), 237–269. doi: 10.1177/0042085905274540
  • Jiang, Y., & Monk, H. (2015). Young Chinese-Australian children’s use of technology at home: Parents’ and grandparents’ views. Asia-Pacific Journal of Research in Early Childhood Education, 10(1), 87-106. doi: 10.17206/apjrece.2016.10.1.87
  • Jones, D. (2020). The impact of COVID-19 on young children, families, and teachers. Retrieved from https://files.eric.ed.gov/fulltext/ED609168.pdf
  • Kanekar, A., & Sharma, M. (2020). COVID-19 and mental well-being: Guidance on the application of behavioral and positive well-being strategies. Healthcare, 8, 336. doi: 10.3390/healthcare8030336
  • Kaufman, N., & Khurana, I. (2016). Using digital health technology to prevent and treat diabetes. Diabetes Technology & Therapeutics, 18(1), 56-68. doi: 10.1089/dia.2016.250
  • Kim, J. H., Araya, M., Hailu, B. H., Rose, P. M., & Woldehanna, T. (2021). The implications of COVID-19 for early childhood education in Ethiopia: Perspectives from parents and caregivers. Early Childhood Education Journal, 49, 855-867. doi: 10.1007/s10643-021-01214-0
  • Kumpulainen, K., & Gillen, J. (2019). Young children’s digital literacy practices in the home. In D. Poveda (Ed.), The Routledge Handbook of Digital Literacies in Early Childhood (pp. 45-63) doi: 10.4324/9780203730638-7
  • Kuzu, Ç. İ. (2020). Covid-19 pandemisi sürecinde uygulanan ilkokul uzaktan eğitim programı (EBA TV) ile ilgili veli görüşleri. Milli Eğitim, 49(1), 505-527.
  • Lase, D., Zaluchu, S. E., Daeli, D. O., & Ndraha, A. (2020). Parents’ perceptions of distance learning during Covid-19 pandemic in rural Indonesia. doi: 10.35542/osf.io/hfza7
  • Lau, E. Y. H., & Lee, K. (2020). Parents’ views on young children’s distance learning and screen time during Covid-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863-88. doi: 10.1080/10409289.2020.1843925
  • Leung, W. M. V. (2012). An investigation of the environment and teaching practice of information and communication technologies (ICT) in pre-primary education in Hong Kong. International Journal of Science in Society, 3(1), 101-116. doi: 10.18848/2154-8676/CGP
  • Lindahl, M. G., & Folkesson, A. M. (2012). ICT in preschool: Friend or foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4) 422-436. doi: 10.1080/09669760.2012.743876
  • Martínez, M. C. P., Nieto, A. B., López, M. R., & García-Berbén, T. (2019). Program assessment of “learning to live together at home”: A pilot study for parents of early childhood education. Electronic Journal of Research in Educational Psychology, 17(47), 149-168. doi: 10.25115/ejrep.v17i47.1875
  • Ministry of National Education [MoNE]. (2013). Okul öncesi eğitim programı. Ankara, Turkey: MEB Talim Terbiye Kurulu.
  • Ministry of National Education [MoNE]. (2020a). Uzaktan eğitim sürecinin detayları. http://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr adresinden elde edildi.
  • Ministry of National Education [MoNE]. (2020b). Okul öncesinde uzaktan eğitimi. http://sinopcumhuriyetilkokulu.meb.k12.tr/icerikler/okul-oncesinde-uzaktan-egitim_10372848.html adresinden elde edildi.
  • Ministry of National Education [MoNE]. (2020c). Aileler için çocuklara yardım rehberi. http://orgm.meb.gov.tr/meb_iys_dosyalar/2020_03/21161548_brosur_cocuk_son.pdf adresinden elde edildi.
  • Ministry of National Education [MoNE]. (2020d). Uzaktan eğitim, yakından ilgi. http://www.meb.gov.tr/meb_iys_dosyalar/2020_04/15142822_UzaktanEgitimYakYndanYlgi.pdf adresinden elde dildi.
  • Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021). Remote learning during COVID-19: Lessons from today, principles for tomorrow. Washington, D.C.: World Bank Group.
  • Nargiza Fatkhullaevna, A., & Nafosat Radjabovna, S. (2021). Advantages of distance learnıng in the training of specialists in the preschool education system. International Engineering Journal for Research & Development, 6 (ISPCIEI), 1-5. doi: 10.17605/OSF.IO/TQ39B
  • O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education - An integrative review. BMC Medical Education, 18, 130. doi: 10.1186/s12909-018-1240-0
  • Oran, M. K. ve Karadeniz, Ş. (2007). İnternet tabanlı uzaktan eğitimde mobil öğrenmenin rolü. M. Akgül, U. Çağlayan, E. Derman ve A. Özgit, (Ed.), Akademik Bilişim’07- IX. Akademik Bilişim Konferansı Bildirileri içinde, (ss. 162-167). Kütahya: Dumlupınar Üniversitesi.
  • Otero-Mayer, A., González-Benito, A., Gutiérrez-de-Rozas, B., & Vélaz-de-Medrano, C. (2021). Family-school cooperation: An online survey of parents and teachers of young children in Spain. Early Childhood Education Journal, 49, 977-985. doi: 10.1007/s10643-021-01202-4
  • Öngören, S. (2021). The pandemic period and the parent-child relationship. International Journal of Contemporary Educational Research, 8(1), 94-110. doi: 10.33200/ijcer.800990
  • Özer, M. (2020). Contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Journal of Higher Education ,10(2), 134-140. doi: 10.2399/yod.20.726951
  • Papert, S. (1980). Gears of my childhood. In S. Papert (Ed.), Mindstorms: Children, computers, and powerful ideas (pp. iv-viii). New York, NY: Basic Books.
  • Peirce, N. (2021). Digital game-based learning for early childhood. Dublin, Ireland: Learnovate Centre. doi: 10.13140/rg.2.2.25305.42087
  • Plowman, L., & Stephen, C. (2005). Children play and computers in preschool education. British Journal of Educational Technology, 36(2), 145-157. doi: 10.1111/j.1467-8535.2005.00449.x
  • Plowman, L., McPake, J., & Stephen, C. (2012). Extending opportunities for learning. In S. Suggate & E. Reese (Eds), Contemporary Debates in Childhood Education and Development (pp. 95-104). London: Routledge.
  • Radesky, J. S., Peacock-Chambers, E., Zuckerman, B., & Silverstein, M. (2016). Use of mobile technology to calm upset children: Associations with social-emotional development. JAMA Pediatrics, 170(4),397-399. doi: 10.1001/jamapediatrics.2015.4260
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. doi: 10.1080/08923647.2019.1663082
  • Smith, E. T., Sheridan, M. S., Kim. M. E., Park, S., & Beretvas N. S. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 511–544. doi: 10.1007/s10648-019-09509-w
  • Soltero-González, L., & Gillanders, C. (2021). Rethinking home-schools partnerships: Lessons learned from Latinx parents of young children during the Covid-19 era. Early Childhood Education Journal, 49, 965-976. doi: 10.1007/s10643-021-01210-4
  • Sonnenschein, S., & Stites, L. M. (2021). The effects of Covid-19 on young children’s and their parents’ activities at home. Early Education and Development, 32(6), 789-793. doi: 10.1080/10409289.2021.1953311
  • Stites, M. L., Sonnenschein, S., & Galczyk, S. H. (2021). Preschool parents’ views of distance learning during COVID-19. Early Education and Development, 32(7), 923-939. doi: 10.1080/10409289.2021.1943282
  • Theodotou, E. (2014). Early years education: Are young students intrinsically or extrinsically motivated towards school activities?: A discussion about the effects of rewards on young children’s learning. Research in Teacher Education, 4(1), 17-21.
  • Topçu Bilir, Z. ve Sop, A. (2021). Pandemi döneminde ebeveyn-çocuk ilişkileri ve çocuklarda davranış problemleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 20-43. doi: 10.21764/efd.10006
  • Tulum, M., & Öztürk, E. (2021). Investigation of parent views on distance synchronic education applied to preschool children in the pandemic process. The Eurasia Proceedings of Educational & Social Sciences, 20, 8-19.
  • United Nations [UN]. (1984). Universal declaration of human rights. Retrieved from https://www.un.org/en/about-us/universal-declaration-of-human-rights
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020). COVID-19 educational disruption and response. UNESCO. https://en.unesco.org/news/covid-19-educational-disruption-andresponse
  • United Nations International Children’s Emergency Fund [UNICEF]. (2020a). UNICEF Turkey COVID-19 response end-year situation report 2020. Retrieved from https://www.unicef.org/media/92306/file/Turkey-COVID19-SitRep-31-December-2020.pdf
  • United Nations International Children's Emergency Fund [UNICEF]. (2020b). Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis. Retrieved from https://www.unicef.org/turkey/bas%C4%B1n-b%C3%BCltenleri/unicef-uyar%C4%B1yor-covid-19-salg%C4%B1n%C4%B1-s%C4%B1ras%C4%B1nda-uzaktan-e%C4%9Fitime-eri%C5%9Fimde-e%C5%9Fitsizlik
  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(1729), 1-25.
  • World Bank. (2020). 15 ways to support young children and their families in the Covid-19 response. Washington, DC: World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/33646
  • World Health Organization. (2020). Mental health and psychosocial considerations during the COVID-19 outbreak. Retrieved from https://www.who.int/docs/default-source/coronaviruse/mentalhealth-considerations.pdf
  • Yaya-Bryson, D., Scott-Little, C., Akman, B., & Cassidy, D. J. (2020). A comparison of early childhood classroom environments and program administrative quality in Turkey and North Carolina. International Journal of Early Childhood, 52(2), 233-248. doi: 10.1007/s13158-020-00268-2
  • Yelland, N. (2006). Shift to the future: Rethinking learning with new technologies in education. New York, NY: Routledge. doi: 10.4324/9780203961568
  • Yelland, N. J. (2018). A pedagogy of multiliteracies: Young children and multimodal learning with tablets. British Journal of Educational Technology, 49(5), 847-858. doi: 10.1111/bjet.12635
  • Zalaznick, M. (2019). Online service intends to expand pre-K access (equity). District Administration, 55(8), 12.
  • Zeybekoğlu Akbaş, Ö. ve Dursun, C. (2020). Teknolojinin aileye etkisi: Değişen ailenin dijital ebeveyn ve çocukları. Turkish Studies-Social, 15(4), 2245-2265. doi: 10.29228/TurkishStudies.43395

Perspectives of Preschool Children’s Parents on Early Childhood Education During COVID-19 Pandemic

Year 2022, Volume: 23 - Special Issue for 7th. International Early Childhood Education Congress, 1 - 22, 30.09.2022
https://doi.org/10.12984/egeefd.1035581

Abstract

This study examines the parents’ perspectives on the adaptability and suitability of distance education for preschool children, distance education experiences at earlier ages and child-parent interaction during the COVID-19 pandemic. As for the data collection tool, the study used the questionnaire titled The perceptions of Parents regarding their Preschool Children’s Adaptation to the Pandemic and Distance Education Practices during COVID-19 Crisis. A total of 146 parents replied to the questionnaire, which consists of three parts and 49 items. This descriptive study was conducted through quantitative data analysis. The results of the study showed that parents believe distance education practices are not efficient enough regarding improvement in children’s learning processes and development areas. In addition, they believe that, despite the presence of various activities, the contribution of distance education to their children’s development is quite limited when compared to face-to-face education in old normal. Also, parents opine that increasing amount of screen watching time, insufficient interaction and communication in distance education trigger some behavioral and emotional reactions in children. The findings highlight the re-examination of the functionality of distance education approaches and implementations in early childhood and the determination of their content and target audience intently.

References

  • Akkaş Baysal, E., Ocak, G., & Ocak, İ. (2020). Parent views on preschool children's EBA and other distance education activities during the Covid-19 epidemic. International Journal of Social Sciences Education, 6(2), 185-214. doi: 10.47615/issej.835211
  • Alan, Ü. (2021). Distance education during the Covid-19 pandemic in Turkey: Identifying the needs of early childhood. educators. Early Childhood Education Journal, 49, 987-994. doi: 10.1007/s10643-021-01197-y
  • Aldhafeeri, F. M., & Khan, B. H. (2016). Teachers’ and students’ views on e-learning readiness in Kuwait’s secondary public schools. Journal of Educational Technology Systems, 45(2), 202-235. doi: 10.1177/0047239516646747
  • Altın, F. ve Gündoğdu, K. (2021). Okul öncesi eğitimde uzaktan eğitim uygulamalarının öğretmen görüşleri doğrultusunda incelenmesi: Sorunlar ve öneriler. International Journal of Contemporary Educational Studies (IntJCES), 7(2), 577-592.
  • Asmawati, L., & Hidayat, S. (2020). Parenting e-book: Coping early childhood education problems during learning from home. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 332-340. doi: 10.21009/jpud.142.11
  • Başaran, M. ve Aksoy, A. B. (2020). Anne-babaların korona-virüs (COVID-19) salgını sürecinde aile yaşantılarına ilişkin görüşleri. Journal of International Social Research, 13(71), 668-678. doi: 10.17719/jisr.10589
  • Blum-Ross, A., & Livingstone, S. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. New York, NY: Oxford University Press.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. doi: 10.5281/zenodo.3778083
  • Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology use and sleep quality in preadolescence and adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433-1441. doi: 10.5664/jcsm.5282
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2020). Bilimsel araştırma yöntemleri (28. baskı). Ankara: Pegem Akademi.
  • Clements, D. H., & Sarama, J. (2019). Technology in early childhood education. In O. N. Saracho (Ed.), Handbook of research on the education of young children (4th ed.), (pp. 1-16). New York, NY: Routledge. doi: 10.4324/9780429442827-14
  • Creswell. J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: MA: Pearson.
  • Çaykuş, T. E. ve Mutlu Çaykuş, T. (2020). Covid-19 pandemi sürecinde çocukların psikolojik dayanıklılığını güçlendirme yolları: Ailelere, öğretmenlere ve ruh sağlığı uzmanlarına öneriler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 95-113.
  • Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (Eds.). (2018). Digital childhoods. Amsterdam: Springer.
  • de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 37(1), 47-53.
  • DiCarlo, C. F., Baumgartner, J. J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-age children. Journal of Research in Childhood Education, 30(2), 143152. doi: 10.1080/02568543.2016.1143416
  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1-9. doi: 10.1016/j.childyouth.2020.105440
  • Eğitim Bilişim Ağı [EBA]. (2020). TRT EBA TV ders yayını. http://www.eba. gov.tr/ adresinden elde edildi.
  • Eğitim Reformu Girişimi [ERG]. (2020). Eğitimin içeriği: Eğitim izleme raporu 2020. https://www.egitimreformugirisimi.org/wp-content/uploads/2020/11/EI%CC%87R20_Egitimin-%C4%B0cerigi.pdf adresinden elde edildi.
  • Etang, A., & Himelein, K. (2020). Monitoring the Ebola crisis using mobile phone surveys. In J. Hoogeveen & U. Pape (Eds.), Data Collection in Fragile States: Innovations from Africa and Beyond. Cham: Springer International Publishing. doi: 10.1007/978-3-030-25120-8
  • Ewing, L. A., & Cooper, H. (2021). Technology-enabled remote learning during COVID-19: Perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 1-17. doi: 10.1080/1475939X.2020.1868562
  • Fantozzi, B. V. (2022). Digital tools for learning, creating, and thinking: Developmentally appropriate strategies for early childhood educators: Developmentally appropriate strategies for early childhood educators. New Jersey: National Association for the Education of Young Ch.
  • Fleer, M. (2017). Digital Pedagogy: How teachers support digital play in the early years. In J. Bowen (Ed.), Digital technologies and learning in the early years (pp. 114-126). New York, NY: Sage. doi: 10.4135/9781526414502.n10
  • Geldard, K., Geldard, D., & Foo, R. Y. (2017). Counselling children: A practical introduction. London: Sage.
  • Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital technologies in early childhood: Attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 167-184. doi: 10.29333/iji.2020.13111a
  • Gol-Guven, M. (2018). Ensuring quality in early childhood education and care: The case of Turkey. Early Child Development and Care, 188(5), 557-570. doi: 10.1080/03004430.2017.1412957
  • Gromada, A., Richardson, D., & Reese, G. (2020). Childcare in a global crisis. The impact of Covid-19 on work and family life. UNICEF Office of Research. Milan, Italy: Innocenti.
  • Gür, H., & Filiz, A. (2022). Parents’ views on distance education during the COVID-19 pandemic. Journal of Educational Technology & Online Learning, 5(1), 84-104. doi: 10.31681/jetol.1033469
  • Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood, 39(4), 114–122. doi: 1 0.1177/183693911403900415
  • Hatzigianni, M., & Kalaitzidis, I. (2018). Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age. British Journal of Educational Technology 49(3), 883-895. doi: 10.1111/bjet.12649
  • Herliandry, L. D., Nurhasanah, N., Suban, M. E., & Kuswanto, H. (2020). Pembelajaran pada masa pandemi Covid-19. Jurnal Teknologi Pendidikan, 22(1), 65-70. doi: 10.21009/jtp.v22i1.15286
  • Hiniker, A., Radesky, J. S., Livingstone, S., & Blum-Ross, A. (2019, April). Moving beyond the great screen time debate in the design of technology for children. Oral Presentation, CHI Conference on Human Factors in Computing Systems, Scotland, United Kingdom. Retrieved from https://dl.acm.org/citation.cfm?id=3311745
  • Hornby, G. (2011). Parental involvement in childhood education: Building effective school family partnerships. New York, NY: Springer.
  • House, R. (2012). The inappropriateness of ICT in early childhood: Arguments from philosophy, pedagogy, and developmental research. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp. 105-120). London: Routledge. doi: 10.4324/9780203115558
  • Huber, B., Highfield, K., & Kaufman, J. (2018). Detailing the digital experience: Parent reports of children’s media use in the home learning environment. British Journal of Educational Technology, 49(3), 1-24. doi: 10.1111/bjet.12667
  • Isikoglu Erdogan, N., Johnson, J. E., Dong, P. I., & Qiu, Z. (2019). Do parents prefer digital play?: Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47(2), 131-142. doi: 10.1007/s10643-018-0901-2
  • Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202-218. doi: 10.1177/0013124502239392
  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement, Urban Education, 40(3), 237–269. doi: 10.1177/0042085905274540
  • Jiang, Y., & Monk, H. (2015). Young Chinese-Australian children’s use of technology at home: Parents’ and grandparents’ views. Asia-Pacific Journal of Research in Early Childhood Education, 10(1), 87-106. doi: 10.17206/apjrece.2016.10.1.87
  • Jones, D. (2020). The impact of COVID-19 on young children, families, and teachers. Retrieved from https://files.eric.ed.gov/fulltext/ED609168.pdf
  • Kanekar, A., & Sharma, M. (2020). COVID-19 and mental well-being: Guidance on the application of behavioral and positive well-being strategies. Healthcare, 8, 336. doi: 10.3390/healthcare8030336
  • Kaufman, N., & Khurana, I. (2016). Using digital health technology to prevent and treat diabetes. Diabetes Technology & Therapeutics, 18(1), 56-68. doi: 10.1089/dia.2016.250
  • Kim, J. H., Araya, M., Hailu, B. H., Rose, P. M., & Woldehanna, T. (2021). The implications of COVID-19 for early childhood education in Ethiopia: Perspectives from parents and caregivers. Early Childhood Education Journal, 49, 855-867. doi: 10.1007/s10643-021-01214-0
  • Kumpulainen, K., & Gillen, J. (2019). Young children’s digital literacy practices in the home. In D. Poveda (Ed.), The Routledge Handbook of Digital Literacies in Early Childhood (pp. 45-63) doi: 10.4324/9780203730638-7
  • Kuzu, Ç. İ. (2020). Covid-19 pandemisi sürecinde uygulanan ilkokul uzaktan eğitim programı (EBA TV) ile ilgili veli görüşleri. Milli Eğitim, 49(1), 505-527.
  • Lase, D., Zaluchu, S. E., Daeli, D. O., & Ndraha, A. (2020). Parents’ perceptions of distance learning during Covid-19 pandemic in rural Indonesia. doi: 10.35542/osf.io/hfza7
  • Lau, E. Y. H., & Lee, K. (2020). Parents’ views on young children’s distance learning and screen time during Covid-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863-88. doi: 10.1080/10409289.2020.1843925
  • Leung, W. M. V. (2012). An investigation of the environment and teaching practice of information and communication technologies (ICT) in pre-primary education in Hong Kong. International Journal of Science in Society, 3(1), 101-116. doi: 10.18848/2154-8676/CGP
  • Lindahl, M. G., & Folkesson, A. M. (2012). ICT in preschool: Friend or foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4) 422-436. doi: 10.1080/09669760.2012.743876
  • Martínez, M. C. P., Nieto, A. B., López, M. R., & García-Berbén, T. (2019). Program assessment of “learning to live together at home”: A pilot study for parents of early childhood education. Electronic Journal of Research in Educational Psychology, 17(47), 149-168. doi: 10.25115/ejrep.v17i47.1875
  • Ministry of National Education [MoNE]. (2013). Okul öncesi eğitim programı. Ankara, Turkey: MEB Talim Terbiye Kurulu.
  • Ministry of National Education [MoNE]. (2020a). Uzaktan eğitim sürecinin detayları. http://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr adresinden elde edildi.
  • Ministry of National Education [MoNE]. (2020b). Okul öncesinde uzaktan eğitimi. http://sinopcumhuriyetilkokulu.meb.k12.tr/icerikler/okul-oncesinde-uzaktan-egitim_10372848.html adresinden elde edildi.
  • Ministry of National Education [MoNE]. (2020c). Aileler için çocuklara yardım rehberi. http://orgm.meb.gov.tr/meb_iys_dosyalar/2020_03/21161548_brosur_cocuk_son.pdf adresinden elde edildi.
  • Ministry of National Education [MoNE]. (2020d). Uzaktan eğitim, yakından ilgi. http://www.meb.gov.tr/meb_iys_dosyalar/2020_04/15142822_UzaktanEgitimYakYndanYlgi.pdf adresinden elde dildi.
  • Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021). Remote learning during COVID-19: Lessons from today, principles for tomorrow. Washington, D.C.: World Bank Group.
  • Nargiza Fatkhullaevna, A., & Nafosat Radjabovna, S. (2021). Advantages of distance learnıng in the training of specialists in the preschool education system. International Engineering Journal for Research & Development, 6 (ISPCIEI), 1-5. doi: 10.17605/OSF.IO/TQ39B
  • O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education - An integrative review. BMC Medical Education, 18, 130. doi: 10.1186/s12909-018-1240-0
  • Oran, M. K. ve Karadeniz, Ş. (2007). İnternet tabanlı uzaktan eğitimde mobil öğrenmenin rolü. M. Akgül, U. Çağlayan, E. Derman ve A. Özgit, (Ed.), Akademik Bilişim’07- IX. Akademik Bilişim Konferansı Bildirileri içinde, (ss. 162-167). Kütahya: Dumlupınar Üniversitesi.
  • Otero-Mayer, A., González-Benito, A., Gutiérrez-de-Rozas, B., & Vélaz-de-Medrano, C. (2021). Family-school cooperation: An online survey of parents and teachers of young children in Spain. Early Childhood Education Journal, 49, 977-985. doi: 10.1007/s10643-021-01202-4
  • Öngören, S. (2021). The pandemic period and the parent-child relationship. International Journal of Contemporary Educational Research, 8(1), 94-110. doi: 10.33200/ijcer.800990
  • Özer, M. (2020). Contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Journal of Higher Education ,10(2), 134-140. doi: 10.2399/yod.20.726951
  • Papert, S. (1980). Gears of my childhood. In S. Papert (Ed.), Mindstorms: Children, computers, and powerful ideas (pp. iv-viii). New York, NY: Basic Books.
  • Peirce, N. (2021). Digital game-based learning for early childhood. Dublin, Ireland: Learnovate Centre. doi: 10.13140/rg.2.2.25305.42087
  • Plowman, L., & Stephen, C. (2005). Children play and computers in preschool education. British Journal of Educational Technology, 36(2), 145-157. doi: 10.1111/j.1467-8535.2005.00449.x
  • Plowman, L., McPake, J., & Stephen, C. (2012). Extending opportunities for learning. In S. Suggate & E. Reese (Eds), Contemporary Debates in Childhood Education and Development (pp. 95-104). London: Routledge.
  • Radesky, J. S., Peacock-Chambers, E., Zuckerman, B., & Silverstein, M. (2016). Use of mobile technology to calm upset children: Associations with social-emotional development. JAMA Pediatrics, 170(4),397-399. doi: 10.1001/jamapediatrics.2015.4260
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. doi: 10.1080/08923647.2019.1663082
  • Smith, E. T., Sheridan, M. S., Kim. M. E., Park, S., & Beretvas N. S. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 511–544. doi: 10.1007/s10648-019-09509-w
  • Soltero-González, L., & Gillanders, C. (2021). Rethinking home-schools partnerships: Lessons learned from Latinx parents of young children during the Covid-19 era. Early Childhood Education Journal, 49, 965-976. doi: 10.1007/s10643-021-01210-4
  • Sonnenschein, S., & Stites, L. M. (2021). The effects of Covid-19 on young children’s and their parents’ activities at home. Early Education and Development, 32(6), 789-793. doi: 10.1080/10409289.2021.1953311
  • Stites, M. L., Sonnenschein, S., & Galczyk, S. H. (2021). Preschool parents’ views of distance learning during COVID-19. Early Education and Development, 32(7), 923-939. doi: 10.1080/10409289.2021.1943282
  • Theodotou, E. (2014). Early years education: Are young students intrinsically or extrinsically motivated towards school activities?: A discussion about the effects of rewards on young children’s learning. Research in Teacher Education, 4(1), 17-21.
  • Topçu Bilir, Z. ve Sop, A. (2021). Pandemi döneminde ebeveyn-çocuk ilişkileri ve çocuklarda davranış problemleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 20-43. doi: 10.21764/efd.10006
  • Tulum, M., & Öztürk, E. (2021). Investigation of parent views on distance synchronic education applied to preschool children in the pandemic process. The Eurasia Proceedings of Educational & Social Sciences, 20, 8-19.
  • United Nations [UN]. (1984). Universal declaration of human rights. Retrieved from https://www.un.org/en/about-us/universal-declaration-of-human-rights
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020). COVID-19 educational disruption and response. UNESCO. https://en.unesco.org/news/covid-19-educational-disruption-andresponse
  • United Nations International Children’s Emergency Fund [UNICEF]. (2020a). UNICEF Turkey COVID-19 response end-year situation report 2020. Retrieved from https://www.unicef.org/media/92306/file/Turkey-COVID19-SitRep-31-December-2020.pdf
  • United Nations International Children's Emergency Fund [UNICEF]. (2020b). Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis. Retrieved from https://www.unicef.org/turkey/bas%C4%B1n-b%C3%BCltenleri/unicef-uyar%C4%B1yor-covid-19-salg%C4%B1n%C4%B1-s%C4%B1ras%C4%B1nda-uzaktan-e%C4%9Fitime-eri%C5%9Fimde-e%C5%9Fitsizlik
  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(1729), 1-25.
  • World Bank. (2020). 15 ways to support young children and their families in the Covid-19 response. Washington, DC: World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/33646
  • World Health Organization. (2020). Mental health and psychosocial considerations during the COVID-19 outbreak. Retrieved from https://www.who.int/docs/default-source/coronaviruse/mentalhealth-considerations.pdf
  • Yaya-Bryson, D., Scott-Little, C., Akman, B., & Cassidy, D. J. (2020). A comparison of early childhood classroom environments and program administrative quality in Turkey and North Carolina. International Journal of Early Childhood, 52(2), 233-248. doi: 10.1007/s13158-020-00268-2
  • Yelland, N. (2006). Shift to the future: Rethinking learning with new technologies in education. New York, NY: Routledge. doi: 10.4324/9780203961568
  • Yelland, N. J. (2018). A pedagogy of multiliteracies: Young children and multimodal learning with tablets. British Journal of Educational Technology, 49(5), 847-858. doi: 10.1111/bjet.12635
  • Zalaznick, M. (2019). Online service intends to expand pre-K access (equity). District Administration, 55(8), 12.
  • Zeybekoğlu Akbaş, Ö. ve Dursun, C. (2020). Teknolojinin aileye etkisi: Değişen ailenin dijital ebeveyn ve çocukları. Turkish Studies-Social, 15(4), 2245-2265. doi: 10.29228/TurkishStudies.43395
There are 87 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Burcu Güngör 0000-0002-3102-8183

Publication Date September 30, 2022
Published in Issue Year 2022 Volume: 23 - Special Issue for 7th. International Early Childhood Education Congress

Cite

APA Güngör, B. (2022). Perspectives of Preschool Children’s Parents on Early Childhood Education During COVID-19 Pandemic. Ege Eğitim Dergisi, 23, 1-22. https://doi.org/10.12984/egeefd.1035581