The Effects of COVID-19 Pandemic on Preschool Education

Abstract

<p style="text-align:justify">In this study in which case study – one of the qualitative research methods - was used, it was aimed to assess the effects of covid-19 pandemic on preschool education by teachers. Preschool teachers working in 14 provinces where the number of cases is high form the universe of the study. Sample group is 140 teachers in total. So as to get data for the study, survey questions prepared by the researcher and submitted to expert opinion and structured interview forms were used. The findings of the study are as follows: preschool children had feelings of anxiety, fear and longing all together during this process and they wanted to return to their schools as soon as possible. Similarly, most of the teachers were highly concerned and worried. The teachers attended online educations related to their professional development during the process of staying home. Before Covid-19 came to Turkey, the schools did not take any measures; then, when distance education started, all schools were disinfected, the materials and toys in the classrooms were put aside after disinfection. Distance education process was quite difficult in preschool education; all the teachers taught in line with their own initiatives. During this process, while the activities most preferred by the teachers were games and art activities, the activities having pandemic theme were experiments and dramas about hygiene. Distance education increased parent participation to preschool education and this had a positive effect on parent-child interaction. In the distance education process, by establishing platforms intended for preschools, suggestions to make more and professional activities, to have common actions in cooperation with schools and to train parents were made.</p>

Online Education in Early Primary Years: Teachers’ Practices and Experiences during the COVID-19 Pandemic

“…Teachers' feelings were initially negative, while afterwards they experienced more positive feelings. This is in line with earlier studies [9,10] which reported negative feelings and, in particular, at the beginning of the pandemic. Negative feelings and anxiety are obviously linked to the lack of earlier experiences (online education was a new situation for all teachers) and the lack of support (mainly, at the beginning of the pandemic).…”

“…Teachers' experiences of the role of the parents, highlighted the importance of the parental role and of communication with parents during the pandemic. This finding is in agreement with earlier research which indicated the crucial role of families [11] and the involvement of parents in children's educational activities [5,9]. The communication with parents took place predominantly via telephone calls/viber/messenger, rather than over internet platforms (since the parents had also to familiarize themselves with the digital platforms).…”

“…Teachers reported they communicated with parents and students mostly on the phone, WhatsApp, followed by video-call, Facebook, or Instagram, while major challenges regarded internet connection issues, and reluctant parents. Similarly, in another study in Turkey [9] the activities most preferred by preschool teachers were games and art activities about hygiene, and communication with parents was over internet platforms (WhatsApp, zoom, skype) or telephone calls. Teachers expressed some negative feelings (e.g., anxiety, worry, fear), while a positive effect of the pandemic was parents' participation in children's educational activities (increase of parent-child interaction).…”

Impact of Using Facemasks on Literacy Learning: The Perception of Early Childhood Education Teachers

“…In adolescents, an increase in anxiety derived from the use of masks has been observed [ 31 ]. As for preschool, there are studies that explore the impact of the COVID-19 pandemic on early childhood education, but they are usually focused on describing the effects of the migration of education to virtual environments [ 32 , 33 ], or in exposing the experience teachers have had and the impact of the pandemic at the occupational level [ 34 ]. Other papers explore teachers’ and parents’ views on the overall impact of the pandemic, concluding that it has had a negative effect on the overall development of children in early childhood education, particularly in science, mathematics, and art [ 35 ].…”

Limitaciones de la psicomotricidad en la etapa preescolar durante el COVID-19

“…Esta investigación se consideró importante, porque fue realizada en el contexto de la emergencia sanitaria, que permitirá a futuros investigadores realizar comparaciones, de cómo fue evolucionando el tema con respecto a la situación de los niños en edad pre escolar, además, si se tomaron mediadas o acciones por parte de los gobiernos para reparar las consecuencias dejadas por la pandemia en los niños. alterando su normal formación (Duran, 2021) incrementaron el retraso del desarrollo de los niños durante la pandemia (Guijarro, 2021). Otro limitante a parte del encierro fue la exposición de los niños a dispositivos como los celulares, tabletas o computadora, si bien fueron necesario para sus clases a distancia, su uso incrementó el sedentarismo y la dependencia por estos equipos.…”