EVALUATION OF THE IMPACT OF DISTANCE EDUCATION ON CHILDREN IN PRESCHOOL PERIOD: TEACHERS’ OPINIONS

Yıl 2021, Cilt: 4 Sayı: 1, 78 - 87, 31.01.2021

Şermin Kuset Kezban Özgem Emine Şaşmacıoğlu Şebnem Güldal

Öz

In this study; it is aimed to examine the effects of distance education on preschool children. In this study, a case study based on qualitative data made with semi-structured interview technique was conducted by the preschool teachers of children who went to the preschool institution to examine the effect of distance education on children, and analyzed by content analysis method. In the study conducted in the COVID-19 epidemic period in the 2019-2020 spring period, the teachers of the students going to public and private schools were interviewed from afar. When other results obtained from the study are analyzed, 35 pre-school teachers participated in the study and the majority of the study consists of women between the ages of 30 and 35. The majority of the participants are undergraduate graduates, and it is stated that they work in a private school and are also teachers for 6 years or more. In addition, while it was stated that distance education is inefficient compared to face to face education, it was determined that the biggest problem in the distance education process was communication. It has been found that the greatest contribution of distance education in the pandemic process is that it ensures that children do not leave education.

Anahtar Kelimeler

Education,, preschool period;, technology,, distance education,, preschool teacher,

Kaynakça

• Altunişik, R., Coşkun, R., Bayraktaroğlu, S., & Yildirim, E. (2010). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı. Sakarya: Sakarya Yayıncılık.
• Anderson, J. (2020). Brave New World The coronavirus pandemic is reshaping education. Retrieved from https://qz.com/1826369/how-coronavirus-is-changing-education on 21 August 2020.
• Atchoarena, D. (2020). COVID-19: Learning cities on the front line. Retrieved from https://en.unesco.org/news/covid-19-learning-cities-front-line. on 21 August 2020.
• Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinden orta çocukluğa (N. Işıkoğlu Erdoğan, Çev.) Ankara: Nobel Akademi Yayınevi.
• Chang, G. C., & Satako, Y. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. Retrieved from https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-thecovid-19-challenges-in-education-a-snapshot-of-policy-measures/. on 01 August 2020.
• Çakıroğlu, Ü., & Taşkın, N. (2016). Teaching numbers to preschool students with interactive multimedia: An experimental study. Çukurova University Faculty of Education Journal, 45(1), 1-22.
• Demiray, E. (2013). Uzaktan eğitim ve kadın eğitiminde uzaktan eğitimin önemi. Journal of Research in Education and Teaching, 19, 155-168.
• Demirel, Ö., Seferoğlu, S. S., & Yağcı, E. (2004). Öğretim teknolojileri ve materyal geliştirme. Ankara: Pegem A Yayıncılık.
• Dodge, D. T. (1995). The Importance curriculum in achieving quality child day care programs. Child Welfare, 74, 1171-1185.
• Giannini, S. & Lewis, G.S. (2020). Three ways to plan for equity during the coronavirus school closures. Retrieved from https://gemreportunesco.wordpress.com/2020/03/25/three-ways-to-plan-forequity-during-the-coronavirus-school-closures/ on 22 June 2020.
• Gilani, I. (2020). Coronavirus pandemic reshaping global education system?. Retrieved from https://www.aa.com.tr/en/education/coronavirus-pandemic-reshaping-global-educationsystem/1771350 on 22 June 2020. Hirsh, R. A. (2004). Early childhood curriculum: Incorporating multiple intelligences, developmentally appropriate practice, and play: Theory, planning, implication, assessment. Prentice Hall.
• Karaküçük, S. A. (2008). Okul öncesi eğitim kurumlarında fiziksel/mekansal koşulların incelenmesi: Sivas ili örneği. C.Ü. Sosyal Bilimler Dergisi. 32(4), 307-320.
• Kayıhan, K. S. & Tönük, S. (2011). Sürdürülebilirlik bilincinin inşa edileceği binalar olma yönü ile temel eğitim okulları. Politeknik Dergisi, 2(14), 163-171.
• Kıvanç, E. (2008). Köy enstitülerinde müzik eğitimi, (Unpublished doctorate thesis). Ankara University Graduate School of Educational Sciences, Ankara.
• Lascarides, V. C., & Hinitz, B. (2000). History of early childhood education. New York: Falmer Press.
• Özkubat, S. (2013). Okul öncesi kurumlarında eğitim ortamlarının düzenlenmesi ve donanım. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 4(2), 58-66.
• Parmaksız, R., & Sıcak, A. (2015). Uzaktan hizmetiçi eğitime ilişkin öğretmen görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 8(4), 187-212.
• Rudge, L. T. (2008). Holistic education: An analysis of its pedagogical application (Doctoral dissertation, The Ohio State University).
• Sapsaglam, Ö. (2017). Examining the value perceptions of preschool children according to their drawings and verbal expressions: Sample of responsibility value. Egitim ve Bilim, 42(189), 287-303.
• Trawick-Smith, J. (2017). Erken çocukluk döneminde gelişim [Çok kültürlü bir bakış açısı]. (B. Akman, Çev. Ed.) Ankara: Nobel Akademik Yayıncılık.
• Yalın H. İ., (2001). Öğretim teknolojileri ve materyal geliştirme. Ankara: Nobel Yayın Dağıtım.
• Yazıcı, E. (2015). Erken okuryazarlık ve bilgi, iletişim teknolojileri, Temel, Z. F. (Ed.). Her Yönüyle Okul Öncesi Eğitim Dil ve Erken Okuryazarlık, (ss:215-242). Ankara: Hedef CS Basın Yayın.
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri.(9. Genişletilmiş Baskı) Ankara: Seçkin Yayınevi.
• Yılmaz, Ö., & Özkan, B. (2013). Bilgisayar ve öğretim teknolojileri ve okul öncesi öğretmen adaylarının medya okuryazarlık düzeylerinin karşılaştırılması. Electronic Journal of Vocational Colleges, 178-183.
• Saban, A. & Ersoy, A. (2017). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayıncılık.