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Preschool Parenting during Pandemic: What are the Needs of Preschool Parents and Children?

Yıl 2023, Cilt: 12 Sayı: 3, 634 - 644, 11.07.2023

Şeymanur Battal Çağla Banko-bal Esma Eroğlu Berrin Akman

https://doi.org/10.14686/buefad.1079871

Öz

In the study, preschool children's interactions with their parents, developmental and educational needs were examined through parental views during the pandemic process. Using the appropriate sampling method, parents (N=275) whose children's pre-school education was interrupted during the pandemic period were reached. The questionnaire form prepared by the researchers was used to determine the opinions of the parents within the scope of the purpose of the study. The answers of the parents were analyzed by descriptive analysis. As a result of the study, parents defined that children missed the activities in which their were in social interaction, they often chatted and played games with their children during the confinement period. Parents defined that they can evaluate different alternatives for their children's education, such as homeschooling. It has been determined that although the quality and amount of time spent by parents with their children has increased, they feel inadequate to support their children's social-emotional development. The results show that parents are concerned about their children's educational needs and expect more support.

Anahtar Kelimeler

: pandemic pre-school parenting preschool education

Kaynakça

  • Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9-26.
  • Bipartisan Policy Center and Morning Consult (2020). COVID-19: Changes in Child Care. https://bipartisanpolicy.org/wp-content/uploads/2020/04/BPC-Child-Care-Survey_CT-D3.pdf
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
  • Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., ... & McDonald, K. (2020). Parenting in a time of COVID-19. Lancet, 395(10231). https://doi.org/10.1016/S0140-6736(20)30736-4.
  • Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3.
  • Demirbaş, N. K., & Koçak, S. S. (2020). 2-6 yaş arasında çocuğu olan ebeveynlerin bakış açısıyla covıd-19 salgın sürecinin değerlendirilmesi. [Evaluation of the COVID-19 outbreak process from the perspective of parents with children aged 2-6.] Eurasian Social and Economy Research Journal, 7(6), 328-349. https://dergipark.org.tr/en/download/article-file/1168051
  • Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
  • Egan, S. M., Pope, J., Moloney, M., Hoyne, C. & Beatty, C. (2021). Missing early education and care during the pandemic: Socio-emotional impact of the Covid-19 crisis on young children. Early Childhood Education Journal, https://doi.org/10.1007/s10643-021-01193-2.
  • Fontanesi, L., Marchetti, D., Mazza, C., Di Giandomenico, S., Roma, P., & Verrocchio, M. C. (2020). The effect of the COVID-19 lockdown on parents: A call to adopt urgent measures. Psychological Trauma: Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0000672
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  • Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-007294
  • Green, P. (2020). Risks to children and young people during covid-19 pandemic. https://www.bmj.com/content/bmj/369/bmj.m1669.full.pdf
  • Guan, H., Okely, A. D., Aguilar-Farias, N., del Pozo Cruz, B., Draper, C. E., El Hamdouchi, A., ... & Veldman, S. L. (2020). Promoting healthy movement behaviours among children during the COVID-19 pandemic. The Lancet Child & Adolescent Health, 4(6), 416-418. https://doi.org/10.1016/S2352-4642(20)30131-0.
  • Harvard University (n.d.). How to support children (and yourself) during the COVID-19 outbreak. https://developingchild.harvard.edu/resources/how-to-support-children-and-yourself-during-the-covid-19-outbreak/
  • Ho, J., & Funk, S. (2018). Preschool: Promoting young children’s social and emotional health. YC Young Children, 73(1), 73-79. https://www.jstor.org/stable/90019485
  • Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. The journal of Pediatrics, 221, 264. https://dx.doi.org/10.1016%2Fj.jpeds.2020.03.013
  • Jones, D. (2020). The Impact of COVID-19 on Young Children, Families, and Teachers. Defending the Early Years. https://eric.ed.gov/?id=ED609168
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri (28. basım).[ Scientific Research Methods (28th ed.)] Ankara: Nobel Akademik Yayıncılık.
  • Lau, E. Y. H., & Lee, K. (2021). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863-880. https://doi.org/10.1080/10409289.2020.1843925.
  • Lee, B., & Raszka, W. V. (2020). COVID-19 transmission and children: the child is not to blame. Pediatrics, 146(2). https://doi.org/10.1542/peds.2020-004879.
  • Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585
  • Livingstone, S., Davidson, J., Bryce, J., Batool, S., Haughton, C., & Nandi, A. (2017). Children's online activities, risks and safety: a literature review by the UKCCIS evidence group. http://eprints.lse.ac.uk/84956/1/Literature%20Review%20Final%20October%202017.pdf
  • Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... & Crawley, E. (2020). Rapid systematic review: the impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218-1239. https://doi.org/10.1016/j.jaac.2020.05.009
  • López-Bueno, R., López-Sánchez, G. F., Casajús, J. A., Calatayud, J., Tully, M. A., & Smith, L. (2020). Potential health-related behaviors for pre-school and school-aged children during COVID-19 lockdown: A narrative review. Preventive Medicine, 143, 106349. https://doi.org/10.1016/j.ypmed.2020.106349
  • MEB (2021). Okullarda COVID-19 pozitif vaka saptanması durumunda yapılması gereken uygulamalar [Applications to be done in the case of COVID-19 positive cases in schools.]. https://www.meb.gov.tr/meb_iys_dosyalar/2021_09/08151522_Okullarda_covid-19_pozitif_vaka_saptanmasY_durumunda_yapYlmasY_gerekenler_soru_cevaplar.pdf
  • NAEYC (2020). Coping with COVID-19. https://www.naeyc.org/resources/topics/covid-19
  • OECD (2020). Early Learning and Child Well-being. https://www.oecd.org/fr/etatsunis/early-learning-and-child-well-being-3990407f-en.htm
  • Özçevik, D., & Ocakçı A. F. (2020). COVID-19 ve ev hapsindeki çocuk: salgının psikolojik etkileri ve hafifletme yolları[COVID-19 and the children in home part: Psychological Effects of Release and Leasures]. Ankara Sağlık Hizmetleri Dergisi, 19(1), 13-17. https://dergipark.org.tr/en/download/article-file/1310406
  • Pascal, C., Bertram, T., Cullinane, C., & Holt-White, E. (2020). Pascal, C., Bertram, T., Cullinane, C., & Holt-White, E. (2020). Research brief: July 2020: COVID-19 and social mobility impact brief# 4: Early years. https://dera.ioe.ac.uk/35885/1/Early-Years-Impact-Brief.pdf
  • Pavlenko, G. V., & Pavlenko, A. I. (2020). Digital Literacy as a Condition for Positive Experience of the COVID-19 Lockdown for Families With Preschool Children. Advances in Social Science, Education and Humanities Research, 486, 507–512. doi:https://doi.org/10.2991/assehr.k.201105.090
  • Popyk, A. (2021). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: reconstructing values of migrant children in Poland. European Societies, 23. https://doi.org/10.1080/14616696.2020.1831038
  • Save the Children (2020). Protect a generation. The impact of COVID-19 on children’s lives. https://www.savethechildren.org.au/getmedia/c3cf8443-37bc-4420-b53b-de6800d4dbaa/ProtectAGeneration_1189391475.pdf.aspx
  • Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Stites, M. L., Sonneschein, S., & Galczyk, S. H. (2021). Preschool Parents’ Views of Distance Learning during COVID-19. Early Education and Development, 1-17. https://doi.org/10.1080/10409289.2021.1930936
  • Triple P (2020). Parenting During Covid-19, Triple P Parenting https://www.triplep-parenting.net/global/hot-parenting-topics/my-child/parenting-during-covid-19/ .
  • Unesco (2020). Life in the times of Covid 19. https://en.unesco.org/sites/default/files/final_parents_guide_covid_19_fn.pdf
  • Unicef (2020). Coronavirus (COVID-19) guide for parents. https://www.unicef.org/parenting/coronavirus-covid-19-guide-parents
  • Unicef (2021). Early learning during the coronavirıs pandemic. https://www.unicef.org/rosa/stories/early-learning-during-coronavirus-pandemic)
  • Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X

Pandemi Sürecinde Okul Öncesi Ebeveynliği: Okul Öncesi Ebeveynlerinin ve Çocuklarının İhtiyaçları Nelerdir?

Yıl 2023, Cilt: 12 Sayı: 3, 634 - 644, 11.07.2023

Şeymanur Battal Çağla Banko-bal Esma Eroğlu Berrin Akman

https://doi.org/10.14686/buefad.1079871

Öz

Çalışmada pandemi sürecinde okul öncesi çocuklarının ebeveynleri ile etkileşimleri, gelişimsel ve eğitsel ihtiyaçları ebeveyn görüşleri aracılığıyla incelenmiştir. Uygun örnekleme yöntemi kullanılarak pandemi dönemi ile birlikte çocuklarının okul öncesi eğitimi yarıda kesilen ebeveynlere (N=275) ulaşılmıştır. Araştırmanın amacı kapsamında ebeveynlerin görüşlerini belirlemek için araştırmacılar tarafından hazırlanan anket formu kullanılmıştır. Ebeveynlerin cevapları betimsel analiz ile çözümlenmiştir. Araştırma sonucunda ebeveynler, çocukların sosyal etkileşim içinde olduğu etkinlikleri özlediklerini, eve kapanma döneminde çocuklarıyla sık sık sohbet ettiklerini ve oyun oynadıklarını belirtmiştir. Ebeveynler çocuklarının eğitimine ilişkin evde eğitim gibi farklı alternatifleri değerlendirebileceklerini ifade etmiştir. Ebeveynlerin çocuklarıyla geçirdikleri zamanın niteliği ve miktarı artmasına rağmen, çocuklarının sosyal-duygusal gelişimini destekleme konusunda kendilerini yetersiz hissettikleri saptanmıştır. Sonuçlar, ebeveynlerin çocuklarının eğitim ihtiyaçları konusunda endişe duyduklarını ve daha fazla destek beklediklerini göstermektedir.

Anahtar Kelimeler

okul öncesi ebeveynliği okul öncesi eğitim pandemi

Kaynakça

  • Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of Education and Educational Development, 7(1), 9-26.
  • Bipartisan Policy Center and Morning Consult (2020). COVID-19: Changes in Child Care. https://bipartisanpolicy.org/wp-content/uploads/2020/04/BPC-Child-Care-Survey_CT-D3.pdf
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
  • Cluver, L., Lachman, J. M., Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., ... & McDonald, K. (2020). Parenting in a time of COVID-19. Lancet, 395(10231). https://doi.org/10.1016/S0140-6736(20)30736-4.
  • Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3.
  • Demirbaş, N. K., & Koçak, S. S. (2020). 2-6 yaş arasında çocuğu olan ebeveynlerin bakış açısıyla covıd-19 salgın sürecinin değerlendirilmesi. [Evaluation of the COVID-19 outbreak process from the perspective of parents with children aged 2-6.] Eurasian Social and Economy Research Journal, 7(6), 328-349. https://dergipark.org.tr/en/download/article-file/1168051
  • Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
  • Egan, S. M., Pope, J., Moloney, M., Hoyne, C. & Beatty, C. (2021). Missing early education and care during the pandemic: Socio-emotional impact of the Covid-19 crisis on young children. Early Childhood Education Journal, https://doi.org/10.1007/s10643-021-01193-2.
  • Fontanesi, L., Marchetti, D., Mazza, C., Di Giandomenico, S., Roma, P., & Verrocchio, M. C. (2020). The effect of the COVID-19 lockdown on parents: A call to adopt urgent measures. Psychological Trauma: Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0000672
  • Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
  • Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-007294
  • Green, P. (2020). Risks to children and young people during covid-19 pandemic. https://www.bmj.com/content/bmj/369/bmj.m1669.full.pdf
  • Guan, H., Okely, A. D., Aguilar-Farias, N., del Pozo Cruz, B., Draper, C. E., El Hamdouchi, A., ... & Veldman, S. L. (2020). Promoting healthy movement behaviours among children during the COVID-19 pandemic. The Lancet Child & Adolescent Health, 4(6), 416-418. https://doi.org/10.1016/S2352-4642(20)30131-0.
  • Harvard University (n.d.). How to support children (and yourself) during the COVID-19 outbreak. https://developingchild.harvard.edu/resources/how-to-support-children-and-yourself-during-the-covid-19-outbreak/
  • Ho, J., & Funk, S. (2018). Preschool: Promoting young children’s social and emotional health. YC Young Children, 73(1), 73-79. https://www.jstor.org/stable/90019485
  • Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. The journal of Pediatrics, 221, 264. https://dx.doi.org/10.1016%2Fj.jpeds.2020.03.013
  • Jones, D. (2020). The Impact of COVID-19 on Young Children, Families, and Teachers. Defending the Early Years. https://eric.ed.gov/?id=ED609168
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri (28. basım).[ Scientific Research Methods (28th ed.)] Ankara: Nobel Akademik Yayıncılık.
  • Lau, E. Y. H., & Lee, K. (2021). Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32(6), 863-880. https://doi.org/10.1080/10409289.2020.1843925.
  • Lee, B., & Raszka, W. V. (2020). COVID-19 transmission and children: the child is not to blame. Pediatrics, 146(2). https://doi.org/10.1542/peds.2020-004879.
  • Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585
  • Livingstone, S., Davidson, J., Bryce, J., Batool, S., Haughton, C., & Nandi, A. (2017). Children's online activities, risks and safety: a literature review by the UKCCIS evidence group. http://eprints.lse.ac.uk/84956/1/Literature%20Review%20Final%20October%202017.pdf
  • Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... & Crawley, E. (2020). Rapid systematic review: the impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychiatry, 59(11), 1218-1239. https://doi.org/10.1016/j.jaac.2020.05.009
  • López-Bueno, R., López-Sánchez, G. F., Casajús, J. A., Calatayud, J., Tully, M. A., & Smith, L. (2020). Potential health-related behaviors for pre-school and school-aged children during COVID-19 lockdown: A narrative review. Preventive Medicine, 143, 106349. https://doi.org/10.1016/j.ypmed.2020.106349
  • MEB (2021). Okullarda COVID-19 pozitif vaka saptanması durumunda yapılması gereken uygulamalar [Applications to be done in the case of COVID-19 positive cases in schools.]. https://www.meb.gov.tr/meb_iys_dosyalar/2021_09/08151522_Okullarda_covid-19_pozitif_vaka_saptanmasY_durumunda_yapYlmasY_gerekenler_soru_cevaplar.pdf
  • NAEYC (2020). Coping with COVID-19. https://www.naeyc.org/resources/topics/covid-19
  • OECD (2020). Early Learning and Child Well-being. https://www.oecd.org/fr/etatsunis/early-learning-and-child-well-being-3990407f-en.htm
  • Özçevik, D., & Ocakçı A. F. (2020). COVID-19 ve ev hapsindeki çocuk: salgının psikolojik etkileri ve hafifletme yolları[COVID-19 and the children in home part: Psychological Effects of Release and Leasures]. Ankara Sağlık Hizmetleri Dergisi, 19(1), 13-17. https://dergipark.org.tr/en/download/article-file/1310406
  • Pascal, C., Bertram, T., Cullinane, C., & Holt-White, E. (2020). Pascal, C., Bertram, T., Cullinane, C., & Holt-White, E. (2020). Research brief: July 2020: COVID-19 and social mobility impact brief# 4: Early years. https://dera.ioe.ac.uk/35885/1/Early-Years-Impact-Brief.pdf
  • Pavlenko, G. V., & Pavlenko, A. I. (2020). Digital Literacy as a Condition for Positive Experience of the COVID-19 Lockdown for Families With Preschool Children. Advances in Social Science, Education and Humanities Research, 486, 507–512. doi:https://doi.org/10.2991/assehr.k.201105.090
  • Popyk, A. (2021). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: reconstructing values of migrant children in Poland. European Societies, 23. https://doi.org/10.1080/14616696.2020.1831038
  • Save the Children (2020). Protect a generation. The impact of COVID-19 on children’s lives. https://www.savethechildren.org.au/getmedia/c3cf8443-37bc-4420-b53b-de6800d4dbaa/ProtectAGeneration_1189391475.pdf.aspx
  • Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Stites, M. L., Sonneschein, S., & Galczyk, S. H. (2021). Preschool Parents’ Views of Distance Learning during COVID-19. Early Education and Development, 1-17. https://doi.org/10.1080/10409289.2021.1930936
  • Triple P (2020). Parenting During Covid-19, Triple P Parenting https://www.triplep-parenting.net/global/hot-parenting-topics/my-child/parenting-during-covid-19/ .
  • Unesco (2020). Life in the times of Covid 19. https://en.unesco.org/sites/default/files/final_parents_guide_covid_19_fn.pdf
  • Unicef (2020). Coronavirus (COVID-19) guide for parents. https://www.unicef.org/parenting/coronavirus-covid-19-guide-parents
  • Unicef (2021). Early learning during the coronavirıs pandemic. https://www.unicef.org/rosa/stories/early-learning-during-coronavirus-pandemic)
  • Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945-947. https://doi.org/10.1016/S0140-6736(20)30547-X
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Şeymanur Battal 0000-0003-4581-4561

Çağla Banko-bal 0000-0001-7290-447X

Esma Eroğlu 0000-0001-9415-6871

Berrin Akman 0000-0001-5668-4382

Erken Görünüm Tarihi 11 Temmuz 2023
Yayımlanma Tarihi 11 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 3

Kaynak Göster

APA Battal, Ş., Banko-bal, Ç., Eroğlu, E., Akman, B. (2023). Preschool Parenting during Pandemic: What are the Needs of Preschool Parents and Children?. Bartın University Journal of Faculty of Education, 12(3), 634-644. https://doi.org/10.14686/buefad.1079871
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