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

Yıl 2022, Cilt: 23 - 7. Uluslararası Okul Öncesi Eğitim Kongresi Özel Sayısı, 1 - 22, 30.09.2022
https://doi.org/10.12984/egeefd.1035581

Öz

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.

Kaynakça

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

Yıl 2022, Cilt: 23 - 7. Uluslararası Okul Öncesi Eğitim Kongresi Özel Sayısı, 1 - 22, 30.09.2022
https://doi.org/10.12984/egeefd.1035581

Öz

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.

Kaynakça

  • 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.
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Burcu Güngör 0000-0002-3102-8183

Yayımlanma Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 - 7. Uluslararası Okul Öncesi Eğitim Kongresi Özel Sayısı

Kaynak Göster

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