COVID-19 from the Perspective of Preschool Prospective Teachers: What Can We Do for Children?

Abstract

The current study was carried out to determine the problems that preschool children experience during COVID-19 and also what could be done from perspectives of preschool prospective teachers. The working group of the study was made up of 45 projects prepared by 15 preschool prospective teachers attending to the midterm exam of lecture of “Practices of social service” in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. As a data collection tool, the project preparation form (A unstructured survey form) that was prepared by the researcher was used. The study was carried out qualitative research methods and the projects comprising the working group of the study were analyzed with content analysis technique. At the end of the study, the problems that preschool children might experience in the pandemic period, the purposes to decrease these problems to minimum, the concepts and values to be attained and recommendations for projects were determined. Various recommendations were made in line with the findings obtained.

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

“…-Remote teaching‖ has become a worldwide phenomenon due to COVID-19, resulting in a temporary shift to online teaching (Ananga, 2020;Angelova, 2020;Atabey, 2021;Bradley, 2021;Cakin & Kulekci Akyavuz, 2021;ElSaheli-Elhage, 2021;Hodges at al., 2020;Ilhan, G. O., Kaba & Sin, 2021;Marpa, 2021;Paudel, 2021;Serhan, 2019;Unger & Meiran, 2020). These exceptional circumstances have brought the use of technology in education to the attention of a broader university public.…”

Analysis of Music Teachers’ Job Satisfaction and COVID-19 Anxiety Levels

“…The coronavirus-2019 epidemic has damaged not only physical health, but also the psychological health and resilience of individuals. In a highly interconnected and globalized world, the social and economic effects of the epidemic have recently become evident (Ananga, 2020;Atabey, 2021;Atilgan & Tukel, 2021;Batmang et al, 2021;Cakin & Kulekci Akyavuz, 2021;ElSaheli-Elhage, 2021;Hebebci, Bertiz, & Alan, 2020;Marpa, 2021;McKibbin, 2020;Nnebedum, Obuegbe,& Nwafor, 2021;Tümen Akyıldız, 2020). The management of workrelated factors affecting mental health in a pandemic scenario appears to be crucial to support people's participation into social life and thus psychological well-being.…”

Preschool teachers' perceptions of preschool education during Covid-19 in Greece: a diary-interview study

“…Even if teachers manage to help children develop academic skills under these circumstances, children's crucial interpersonal skills would not have the environment necessary to flourish (Gkoros & Papageorgiou, 2023). Participants further perceived that online learning contributed to a hindered sense of connectedness in different ways, such as the negative impact on children's relationship building due to attendance interruptions and the limited time children spent in school during the academic year (Chalari & Charonitis, 2022), limited opportunities to develop socialemotional skills (Atiles et al, 2021;Negrette et al, 2022;Gkoros & Papageorgiou, 2023;Gelir, 2023), limited time for engaging in interpersonal interactions with children (Atabey, 2021;Bonal & González, 2020;Erdamar & Akpinar, 2022;Wijaya et al, 2022;Gelir, 2023) and lack of opportunities to engage in group activities as ERT only allowed for teacher-led instruction (Papandreou & Vellopoulou, 2023).…”

“…Furthermore, Marmot et al (2020) stated that the restricted opportunities for children to have access and interact with educational materials limited play-driven learning that is typically employed in formal preschool education. Another commonly reported issue related to distance education was that it limited children's opportunities to socialize and develop social skills (Bonal & González, 2020;Atabey, 2021;Gelir, 2023). Several studies question the impact of lacking socialization and interaction with the physical school setting could have on children's social-psychological development (Pascal et al, 2020;Gelir, 2023) as well as whether it would be possible to make up for lost school experiences with home experiences (Andrew et al, 2020).…”