Preschool Parenting during Pandemic: What are the Needs of Preschool Parents and Children?

Abstract

In the study, preschool children's interactions with their parents, developmental and educational needs were examined through parental views during the pandemic process. Using the appropriate sampling method, parents (N=275) whose children's pre-school education was interrupted during the pandemic period were reached. The questionnaire form prepared by the researchers was used to determine the opinions of the parents within the scope of the purpose of the study. The answers of the parents were analyzed by descriptive analysis. As a result of the study, parents defined that children missed the activities in which their were in social interaction, they often chatted and played games with their children during the confinement period. Parents defined that they can evaluate different alternatives for their children's education, such as homeschooling. It has been determined that although the quality and amount of time spent by parents with their children has increased, they feel inadequate to support their children's social-emotional development. The results show that parents are concerned about their children's educational needs and expect more support.

Keywords

• : pandemic
• pre-school parenting
• preschool education

Pandemi Sürecinde Okul Öncesi Ebeveynliği: Okul Öncesi Ebeveynlerinin ve Çocuklarının İhtiyaçları Nelerdir?

Abstract

Çalışmada pandemi sürecinde okul öncesi çocuklarının ebeveynleri ile etkileşimleri, gelişimsel ve eğitsel ihtiyaçları ebeveyn görüşleri aracılığıyla incelenmiştir. Uygun örnekleme yöntemi kullanılarak pandemi dönemi ile birlikte çocuklarının okul öncesi eğitimi yarıda kesilen ebeveynlere (N=275) ulaşılmıştır. Araştırmanın amacı kapsamında ebeveynlerin görüşlerini belirlemek için araştırmacılar tarafından hazırlanan anket formu kullanılmıştır. Ebeveynlerin cevapları betimsel analiz ile çözümlenmiştir. Araştırma sonucunda ebeveynler, çocukların sosyal etkileşim içinde olduğu etkinlikleri özlediklerini, eve kapanma döneminde çocuklarıyla sık sık sohbet ettiklerini ve oyun oynadıklarını belirtmiştir. Ebeveynler çocuklarının eğitimine ilişkin evde eğitim gibi farklı alternatifleri değerlendirebileceklerini ifade etmiştir. Ebeveynlerin çocuklarıyla geçirdikleri zamanın niteliği ve miktarı artmasına rağmen, çocuklarının sosyal-duygusal gelişimini destekleme konusunda kendilerini yetersiz hissettikleri saptanmıştır. Sonuçlar, ebeveynlerin çocuklarının eğitim ihtiyaçları konusunda endişe duyduklarını ve daha fazla destek beklediklerini göstermektedir.

Keywords

• okul öncesi ebeveynliği
• okul öncesi eğitim
• pandemi

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