Analysis of Preschool Curricula Amid Covid-19 Pandemic and Post-Pandemic Period
Keywords:
covid-19 pandemic, preschool curriculum, preschool education, teachers’ views
Abstract
The purpose of this study was to examine the effects of the Covid-19 Pandemic on the implementation of the preschool curriculum from the perspective of teachers. The study, which was designed on a qualitative basis, was carried out with 31 preschool teachers determined with the purposeful sampling method. The data were collected via the interview form applied to the teachers who constituted the aforementioned study group. For the analysis of the data, content analysis was applied. For the analyses, the teachers’ views were gathered under certain headings and coded. In the coding made by using the frequency technique, which is the complement of the qualitative data, the coding technique was used in accordance with the concepts obtained from the data. By combining these codes, certain themes were created. Next, the themes were described and interpreted with tables for easy understanding and explanation in line with the purpose of the study, and conclusions were drawn accordingly. On the other hand, it was thought that in the study, the technological addiction in question might be caused by the unconscious and misuse of these technologies rather than by the educational technologies used extensively during the pandemic process. The teachers constituting the study group predicted that human dimensions such as psychological and personality dimensions, self-care skills, and behavioral problems would come to the fore in relation to the pre-school curriculum in the post-pandemic period.
References
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Karaman, P. ve Bakaç, E. (2018). Examination of Teachers' Curriculum Approach Preferences in Terms of Various Variables. Abant İzzet Baysal University Journal of the Faculty of Education, 18(1), 304-320.
Karataş, Z. (2015). Qualitative research methods in the social sciences. Journal of Spiritual Based Social Work Research, 1(1), 62-80.
Kıral, B. (2020). Document Analysis as a Qualitative Data Analysis Method. Journal of the Social Sciences Institute, 15, 170- 189.
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Kök, A. (2018). Effectiveness of Blended Learning Method: A Meta-Analysis Study. Unpublished Master Thesis. Necmettin Erbakan University, Institute of Educational Sciences, Department of Computer Education and Instructional Technologies.
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Oktay, A. (2010). Different Models in Maltepe University Preschool Education (pp.159-165). I. Pre-School Education Symposium-Different Approaches and Applications in Pre-School Education, 4-5 December 2010, Istanbul.
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Sakarya, Ş (2019). Spatial Evaluation of Preschool Montessori Educational Environments Bursa Example. Unpublished Master Thesis. Bursa Uludag University Institute of Science and Technology.
Sayan, H. (2016). The Use of Technology in Preschool Education. Education and Society in the 21st Century, 5 (13), 67-83.
Selçuk, H. E.(2016). Investigation of the Effect of DYNED Educational Software on Academic Achievement in Foreign Language Teaching. Unpublished Master Thesis. Adıyaman University Institute of Social Sciences, Department of Educational Sciences.
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Sirer, E. (2020). The effect of the pandemic period on the technological transformation of education through the screen. OPUS–International Journal of Society Studies, 16(29), 1987-2018.
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Temel, Z. F. ve İmir, H. M. (2010). Approaches and Programs in Early Childhood Education-Child Development. Istanbul University Open and Distance Education Faculty Publications.
TÜBA (2020). Turkish Academy of Sciences Covid-19 pandemic evaluation report. Ankara TÜBA Publications.
Tükel, A. (2017). Evaluation of Teachers' Views on 2013 Pre-School Education Program. Unpublished Master Thesis. Selcuk University Institute of Social Sciences, Department of Child Development and Home Management Education.
Uysal, Ş. (2013). Investigation of Doctoral Theses in the Field of Educational Administration Inspection Planning and Economics in Turkey. Unpublished Doctoral Thesis. Eskişehir Osmangazi University, Institute of Educational Sciences, Department of Educational Sciences.
Yalçın, S., Yavuz, H. Ç. ve İlgün Dibek, M. (2015). An examination of articles published in educational journals having highest ımpact factors: Content analysis. Education and Science, 40(182), 1-28.
Yamamoto, T. G. ve Altun, D. (2020). The Coronavirus and the Unstoppable Rise of Online Education. Journal of University Studies, 3(1), 25-34.
Yıldırım, A. ve Şimşek, H. (2013). Qualitative research methods in the social sciences. Distinguished Publishing
Akoğlu, G. ve Karaaslan, B. T. (2020). Possible Psychosocial Effects of COVID-19 and Isolation on Children. Journal of Izmir Katip Celebi University Faculty of Health Sciences, 5(2), 99-103.
Akyıldız, S. (2018). The Relationships Between High School Teachers' Epistemological Beliefs and Teaching-Learning Approaches. National Education, 217, 77-96.
Aslan, M., Soyalp, H., Karahan, O. ve Altuntaş, M. (2016). Development of Preschool Education Program Evaluation Scale. Centennial University Journal of the Faculty of Education, XIII (I), 657-683.
Balcı, A. (2020). The Effects of Outbreaks on Education in Specific to Covid-19. International Journal of Leadership Studies: Theory and Practice, 3(3), 75-85.
Baltacı, A. (2018). A Conceptual Analysis on Sampling Methods and Sample Size Problem in Qualitative Research. BEÜ Journal of SBE,7(1), 231-274.
Baş, G. (2016). An Investigation of Classroom Teachers' Views on Curriculum Development Competencies in Terms of Some Variables. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 43, 21-32.
Bertrand J. (2012). Preschool programs: Effective curriculum. comments on kagan and kauerz and on schweinhart. In: Tremblay Re, Barr Rg, Peters Rdev, Eds. Encyclopedia On Early Childhood Development. Montreal, Quebec: Centre of Excellence for Early Childhood Development, 1-7.
Boğar, Y. (2020). Evaluation of the Effects of the Coronavirus (Covid-19) Pandemic on Education and Virtualization of Science Education (ss.78-109). In Multidisciplinary Perspective on Education, Social Sciences and Humanities (Ed: Etem Yeşilyurt). Istanbul: Güven Plus Grup A.Ş. Publications.
Bozkurt, A. (2020). The Coronavirus (Covid-19) Pandemic Process and Evaluations on Education in the Post-Pandemic World: New Normal and New Education Paradigm. Journal of Open Education Practices and Research, 6(3), 112-142.
Bulut, G., Çakıcı, Ö. ve Yazgan, Y. (2020). Back to School from a Child and Adolescent Mental Health Perspective (pp. 72-103) The Turkish Medical Association: Expert Opinions on School Health in the Pandemic. https://www.ttb.org.tr/
Can, E. (2020). Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey. Journal of Open Education Practices and Research, 6 (2),11-53.
Can, E. ve Kılıç, Ş. (2019). Preschool Education: Basic Problems and Solution Suggestions. National Education, 48(1), 483-519.
Civelek, P., & Uyanık, G. (2020). Examination of 'Out of School Day' activities in pre-school education: The Impact of the Covid-19 Pandemic. Kocaeli University Journal of Education, 3(2), 116-134.
Creswell J. W. (2016). Qualitative Research Methods (Trans. Eds: Mesut Tüm and Selçuk Beşir Demir). Ankara Political Bookstore.
Çelik, Z. (2020, Ağustos). Education in the shadow of the Covid-19 pandemic: Risks and recommendations. (Focus Analysis No. 5). Eğitim-Bir-Sen Center for Strategic Studies.
Ekinci, N. ve Tican, C. (2017). Classroom Teachers' Epistemological Beliefs and In-Class Practices for Teaching Thinking Skills. Journal of Human and Social Sciences Research, 6 (3), 1747-1773.
Ercan, E. S., Rodopman-Arman, A., Emiroğlu, İ. N., Öztop, D. B. ve Yalçın, Ö. (2020). Turkish Child and Adolescent Psychiatry Association Psychosocial and Spiritual Support Guide for Family, Children and Adolescents During the Covid-19 (Corona) Virus Outbreak. https://www.ankara.edu.tr/(Access: 27.12.2020).
Erdamar, F. S. (2020). Analysis of Primary School Teachers' Perceptions of Program Literacy and Primary School Administrators' Perceptions of Teachers' Program Literacy Skills in the Context of Progressive Philosophy. Unpublished Doctoral Thesis. Fırat University, Institute of Educational Sciences, Department of Educational Sciences.
Fırat, M. (2016). Paradigm Change in Distance Education in the 21st Century. Journal of Higher Education and Science, 6(2), 142-150.
Genç, S.Z., & Eryaman, M.Y. (2007). Changing Values and New Education Paradigm. Afyon Kocatepe University Journal of Social Sciences, 9 (1),89-102.
Göker M. E, Turan Ş. (2020). Problematic Use of Technology During the COVID-19 Pandemic Process. ESTUDAM Journal of Public Health. 5(COVID-19 Special Issue), 108-114.
Gülbahar, Y. (2005). Individual Preferences in a Web-Assisted Learning Environment. The Turkish Online Journal of Educational Technology, 4 (2), 9-11.
Günay, T. (2020). Opinions on Reopening of Schools in the Covid-19 Pandemic (pp. 49-53) in Turkish Medical Association: Expert Opinions on School Health in the Pandemic. https://www.ttb.org.tr/
Karadağ, R. (2014). Analysis of Studies on Reading Interest, Attitudes and Habits Based on Graduate Thesis: A Sample of YÖK and ProQuest Databases. Pamukkale University Journal of Education Faculty, 35(I), 1-17.
Karaman, P. ve Bakaç, E. (2018). Examination of Teachers' Curriculum Approach Preferences in Terms of Various Variables. Abant İzzet Baysal University Journal of the Faculty of Education, 18(1), 304-320.
Karataş, Z. (2015). Qualitative research methods in the social sciences. Journal of Spiritual Based Social Work Research, 1(1), 62-80.
Kıral, B. (2020). Document Analysis as a Qualitative Data Analysis Method. Journal of the Social Sciences Institute, 15, 170- 189.
Koçyiğit, S. (2007). Development of Preschool Educational Institutions in Different Countries. Unpublished Master's thesis. Atatürk University Institute of Social Sciences, Department of Educational Sciences.
Kök, A. (2018). Effectiveness of Blended Learning Method: A Meta-Analysis Study. Unpublished Master Thesis. Necmettin Erbakan University, Institute of Educational Sciences, Department of Computer Education and Instructional Technologies.
MEB (2013/2016). Ministry of National Education Child Development and Education Preschool Education Program, Ankara, 2016.
Merriam, S. B. (2013). Qualitative Research-A Guide to Design and Application-(trans. Ed. Selahattin Turan). Nobel Academic Publishing.
Morrison, G. (2012). Early childhood education today. Pearson.
Murat, A. (2018). The Effect of Science Teachers' Thinking Styles and Epistemological Beliefs on the Methods and Assessment Tools Used. Unpublished Doctoral Thesis. Fırat University, Institute of Educational Sciences, Department of Mathematics and Science Education.
Oktay, A. (2010). Different Models in Maltepe University Preschool Education (pp.159-165). I. Pre-School Education Symposium-Different Approaches and Applications in Pre-School Education, 4-5 December 2010, Istanbul.
Özdemir, İ. (2013). The Relationship Between Epistemological Beliefs and Attitudes Towards Constructivist Approach of Primary School Secondary Teachers. Unpublished Master Thesis. Pamukkale University Institute of Educational Sciences, Department of Educational Sciences, Department of Curriculum and Instruction.
Özdemir, S. M. (2009). Investigation of Curriculum Evaluation in Education and Evaluation Studies of Educational Programs in Turkey. Yüzüncü Yıl University, Journal of the Faculty of Education, VI (II),126-149.
Özgüzel, S. (2018). The Concept of Academic Education in the 21st Century and the Role of Universities. Education and Society in the 21st Century, 7(21), 951-964.
Öztürk, M. (2020). School Phobia during and After the Pandemic Process. Green Crescent: Training Program for Combating School Phobia and Behavioral Addictions during and After the Pandemic. winally.com
Perçinel-Yazıcı, İ. ve Yazıcı, K. U. (2020). The COVID-19 Pandemic and Child and Adolescent Mental Health (Eds. Ercan ES, Yektaş Ç, Tufan AE, Bilaç, Ö.) in the Mental Effects of the Pandemic in Preschool Children (pp1-6). Turkey Clinics.
Sakarya, Ş (2019). Spatial Evaluation of Preschool Montessori Educational Environments Bursa Example. Unpublished Master Thesis. Bursa Uludag University Institute of Science and Technology.
Sayan, H. (2016). The Use of Technology in Preschool Education. Education and Society in the 21st Century, 5 (13), 67-83.
Selçuk, H. E.(2016). Investigation of the Effect of DYNED Educational Software on Academic Achievement in Foreign Language Teaching. Unpublished Master Thesis. Adıyaman University Institute of Social Sciences, Department of Educational Sciences.
Sıddık, H. (2019). Teachers' Views on Preschool Education Program. Unpublished Master Thesis. Near East University, Institute of Educational Sciences, Department of Preschool Education.
Sirer, E. (2020). The effect of the pandemic period on the technological transformation of education through the screen. OPUS–International Journal of Society Studies, 16(29), 1987-2018.
Şıvgın, N. (2005). Teachers' Views on the Curriculum Implemented in Pre-School Education Institutions (Example of Denizli Province). Unpublished Master Thesis. Pamukkale University Institute of Social Sciences, Department of Primary Education, Department of Preschool Education.
Tan-Şişman, G. ve Kerkez, B. (2019). Opinions of vocational and technical education teachers on the concept of education program. Pamukkale University Journal of Education Faculty, 47, 262-286.
Taşkıran, B. H. (2010). Perception Management, Public Relations and Publicity. Istanbul University Open and Distance Education Faculty Publications.
TDKBS (2020). Turkish Language Institution Big Dictionary. https://www.tdk.gov.tr
Temel, Z. F. ve İmir, H. M. (2010). Approaches and Programs in Early Childhood Education-Child Development. Istanbul University Open and Distance Education Faculty Publications.
TÜBA (2020). Turkish Academy of Sciences Covid-19 pandemic evaluation report. Ankara TÜBA Publications.
Tükel, A. (2017). Evaluation of Teachers' Views on 2013 Pre-School Education Program. Unpublished Master Thesis. Selcuk University Institute of Social Sciences, Department of Child Development and Home Management Education.
Uysal, Ş. (2013). Investigation of Doctoral Theses in the Field of Educational Administration Inspection Planning and Economics in Turkey. Unpublished Doctoral Thesis. Eskişehir Osmangazi University, Institute of Educational Sciences, Department of Educational Sciences.
Yalçın, S., Yavuz, H. Ç. ve İlgün Dibek, M. (2015). An examination of articles published in educational journals having highest ımpact factors: Content analysis. Education and Science, 40(182), 1-28.
Yamamoto, T. G. ve Altun, D. (2020). The Coronavirus and the Unstoppable Rise of Online Education. Journal of University Studies, 3(1), 25-34.
Yıldırım, A. ve Şimşek, H. (2013). Qualitative research methods in the social sciences. Distinguished Publishing
Published
2022-06-17
How to Cite
Erdamar, F., & Akpinar, B. (2022). Analysis of Preschool Curricula Amid Covid-19 Pandemic and Post-Pandemic Period. Dinamika Ilmu, 22(1), 91-108. https://doi.org/10.21093/di.v22i1.4302
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