Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?

Abstract

The aim of this research is to investigate the views of preschool teachers about their "readiness" for elearning, the barriers they had faced while using it in early childhood education, the teaching practices during distance learning of language, and the transformations that had to be done in these, their effectiveness, and finally the utilization of the digital tools in the teaching of language after their return to the real classes. Views from ten Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic content analysis. The results showed that teachers had no "readiness" for distance education and some students have fewer opportunities than others to learn and conquer some skills at home during distance learning. Furthermore, during distance learning the oral language was cultivated naturally and effortlessly, while the cultivation of the written language encountered significant difficulties due to the mediation of the digital tools, according to teachers. But as they seem to acknowledge the power of digital tools, they overcome their initial embarrassment and set aside the difficulties they encountered. Indeed, teachers seem to acknowledge this e-learning teaching experience supplied them with technological skills that could be utilized in similar situations. However, they highlight the need for training in distance learning and mainly how they could effectively integrate the technology in class.

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

“…In addition, the absence of pedagogical material related to mathematical concepts in face-toface schooling led them to create and/or recreate digital material. Previous studies found similar findings [4,8,9].…”

“…Even though preschool teachers reported that during distance learning, they used digital tools for interdisciplinary activities [4], after returning to face-to-face schooling, they avoided using them. However, some teachers accept that this experience supplied them with technological skills that could be utilized in similar situations [4].…”

“…During the COVID-19 pandemic, the educational community tried to utilize digital tools that were neither familiar nor properly prepared [3]. Therefore, the transformation and adaptation of teaching practices to new conditions became a reality for preschool classrooms [4]. Preschool teachers were invited to transform the objectives of the lessons to choose appropriate digital tools, teaching techniques, and mathematical activities.…”

“…Several teachers choose a blend of methods to meet the needs of their students with a hybrid of both synchronous and asynchronous teaching [3]. Therefore, teachers could follow communication with students by giving them proper homework and others that followed in some degree teaching interventions, utilizing online teaching and proposals from various Information and Communications Technology (ICT) scenarios [4,5]. However, the research indicated many barriers preschool teachers faced during school closures, such as technical skills for teachers and children, lack of infrastructure, and lack of training for teachers in distance learning [3][4][5][6][7].…”

“…Therefore, teachers could follow communication with students by giving them proper homework and others that followed in some degree teaching interventions, utilizing online teaching and proposals from various Information and Communications Technology (ICT) scenarios [4,5]. However, the research indicated many barriers preschool teachers faced during school closures, such as technical skills for teachers and children, lack of infrastructure, and lack of training for teachers in distance learning [3][4][5][6][7]. According to the previous research (e.g., [8,9]), preschool teachers stated that they taught mathematics during the school closure.…”