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Investigation of Pandemic Perceptions of Children Attending Preschool Education During the COVID-19 Pandemic Process

Yıl 2022, Cilt: 9 Sayı: 2, 264 - 280, 31.08.2022

S.seda Bapoğlu Dümenci Emin Demir

Öz

Objective: With the decision taken by the Ministry of National Education within the scope of combating the COVID-19 virus in our country, face-to-face education was suspended as of March 16, 2020, and it was decided to continue face-to-face education on June 1, 2020, depending on the course of the pandemic. In this study, it was aimed to determine the perception of the pandemic of the children who attended full-time preschool education face-to-face during the pandemic period.
Materials and Methods: Within the scope of the study, one instrumental case study design, one of the qualitative research methods, was preferred for the pandemic perception of children.. Interview forms and pictures of children were used as data collection tools.
Results: The findings were examined under the headings of change and reaction experienced by children regarding the pandemic process. When the themes related to the change title were examined, various themes such as the mask brought by the pandemic, the distance, the increasing need for hygiene, as well as not bringing toys to school and not doing activities, which affect the lives of children, were obtained. In the response title, the themes of fear, curiosity, sadness and surprise emerged.
Conclusion: The pandemic has deeply affected the daily life of children as well as adults. It can be said that children attending pre-school institutions need psychosocial support in the context of the changes they experience and their reactions.

Anahtar Kelimeler

Pandemic preschool perception COVID19

Kaynakça

  • Akkaş Baysal, E., Ocak, G., & Ocak, İ. (2020). Covid-19 salgını sürecinde okul öncesi çocuklarının EBA ve diğer uzaktan eğitim faaliyetlerine ilişkin ebeveyn görüşleri. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 185-214. https://doi.org/10.47615/issej.835211
  • Akoğlu, G., & Karaaslan, B.T. (2020). Covid-19 ve izolasyon sürecinin çocuklar üzerindeki olası psikososyal etkileri. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 99-103.
  • Aral, N., Aysu, B., & Kadan, G. (2020). Covid 19 sürecinde çocuklar: gelişimsel ihtiyaçlar ve öneriler. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(2), 360-379.
  • Aral, N., Fındık, E., Öz, S., Karataş, B. K., Güneş, L. C., & Kadan, G. (2021). Covid 19 pandemi sürecinde okul öncesi dönemde uzaktan eğitim: deneysel bir çalışma. Turkish Studies - Education, 16(2), 1105-1124. https://dx.doi.org/10.47423/TurkishStudies.49289
  • Baker, J. (2020). The kids who will never return to school after COVID-19. https://www.smh.com.au/national/the-kids-who-will-never-return-to-school-after-covid-19-20200411-p54j0e.html
  • Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a sars-cov-2 coronavirus (covıd-19) pandemic in georgia. Pedagogical Research, 5(4), 1-9. https://doi.org/10.29333/pr/7937
  • Bonell, C., Melendez-Torres, G. J., Viner, R. M., Rogers, M. B., Whitworth M, Rutter, H., Rubin G. J., & Patton, G. (2020). An evidence-based theory of change for reducing SARSCoV-2 transmission in reopened schools. Health & Place, 64, 1-6. https://doi.org/10.1016/j.healthplace.2020.102398
  • Davies, N.G., Klepac, P., Liu, Y., Prem, K., Jit, M., CMMID COVID-19 working group & Eggo, R. M. (2020). Age-Dependent effects in the transmission and control of COVID-19 epidemics. Nature Medicine, 26, 1205-1211. https://doi.org/10.1038/s41591-020-0962-9
  • Drane, C. F., Vernon, L., & O’Shea, S. (2020). Vulnerable learners in the age of COVID-19: A scoping review. Australian Educational Researcher, 48, 585-604. 1–20. https://doi.org/10.1007/s13384-020-00409-5
  • Dunn, C. G., Kenney, E., Fleischhacker, S. E., & Bleich, S. N. (2020). Feeding low-income children during the Covid-19 pandemic. The New England Journal Of Medicine, 382. https://doi.org/10.1056/NEJMp2005638
  • Dünya Bankası. (2020). The COVID-19 pandemic: Shocks to education and policy responses. https://www.worldbank.org/en/topic/education/publication/the-covid19-pandemic-shocks-to-education-and-policy-responses
  • Fegert, J. M., Kehoe, L. A., Vitiello, B., Karwautz, A., Eliez, S., Raynaud, J. P. ve arkadaşları (2020). COVID-19: services must remain active, we must communicate with networking partners and avoid further closure of psychiatric units. https://www.escap.eu/resources/coronavirus/covid-19-policy-position-statement
  • Fegert, J., & Schulze, U. (2020). COVID-19 and its impact on child and adolescent psychiatry – a German and personal perspective. Irish Journal of Psychological Medicine, 37(3), 243-245. https://doi.org/10.1017/ipm.2020.43
  • Germann, T. C., Gao, H., Gambhir, M., Plummer, A., Biggerstaff, M., Reed, C. ve arkadaşları (2019). School dismissal as a pandemic influenza response: When, where and for how long?, Epidemics, 28. https://doi.org/10.1016/j.epidem.2019.100348
  • Giannini, S., & Lewis, G. S. (2020). Three ways to plan for equity during the coronavirus school closures. https://gemreportunesco.wpcomstaging.com/2020/03/25/three-ways-to-plan-for-equity-during-the-coronavirus-school-closures/#more-12770
  • Graber, K. M., Byrne, E. M., Goodacre, E. J., Kirby, N., Kulkarni, K., O'Farrelly, C., & Ramchandani, P. G. (2021). A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health. Child: Care, Health and Development, 47(2), 143-153. https://doi.org/10.1111/cch.12832
  • Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36 (COVID19-S4). https://dx.doi.org/10.12669%2Fpjms.36.COVID19-S4.2759
  • Joyce, H., & Early, T. (2014). The impact of school connectedness and teacher support on depressive symptoms in adolescents: a multilevel analysis. Child Youth Services, 39, 101–7. https://doi.org/10.1016/j.childyouth.2014.02.005
  • Konca, A. S., & Çakır, T. (2021). Pandemi sürecinde uzaktan eğitim ile okul öncesi eğitimden ilkokula geçiş hakkında veli görüşleri. Yaşadıkça Eğitim, 35(2), 520-545. https://doi.org/10.33308/26674874.2021352307
  • Meloy, B., Gardner, M., & Darling-Hammond, L. (2019). Untangling the evidence on preschool effectiveness: insights for policymakers. https://learningpolicyinstitute.org/product/untangling-evidence-preschool-effectiveness-brief
  • Milli Eğitim Bakanlığı (2020). Uzaktan eğitim sürecinin detayları. https://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr
  • Olisah Kingsley, S., & Mohamed Ismail, Z. (2015). Web-based e-learning system for pre-school kids. International Journal of Information System and Engineering. 3(1). https://doi.org/10.24924/ijise/2015.11/v3.iss1/219.232
  • Pascarella, G., Strumia, A., Piliego, C., Bruno, F., Del Buono, R., & Costa, F. (2020). COVID-19 diagnosis and management: a comprehensive review. Journal of Internal Medicine, 288, 192-206. https://doi.org/10.1111/joim.13091
  • Phelps, C., & Sperry, L. L. (2020). Children and the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), 73–75. https://doi.org/10.1037/tra0000861
  • Pikulski, P., Pella, J., Casline, E.P., Hale, A. E., Drake, K., & Ginsburg, G. S. (2020). School connectedness and child anxiety. Journal of Psychologists and Counsellors in Schools, 1–12. http://dx.doi.org/10.1017/jgc.2020.3
  • Rundle, A. G., Park, Y., Herbstman, J. B., Kinsey, E. W., & Wang, Y. C. (2020) COVID-19 related school closings and risk of weight gain among children. Obesity, 28, 1008-1009. https://doi.org/10.1002/oby.22813
  • Sevilla, A., & Smith, S. (2020). Baby steps: the gender division of childcare during the COVID-19 pandemic. Oxford Review of Economic Policy, 36(1), 169–186. https://doi.org/10.1093/oxrep/graa027
  • Silverman, M., Sibbald, R., & Stranges, S. (2020). Ethics of COVID-19-related school closures. Canadian Journal of Public Health. 111, 462–465. https://doi.org/10.17269%2Fs41997-020-00396-1
  • Stake, R. E. (1995). The art of case study research. Sage.
  • UNESCO. (2020). 10 recommendations to ensure that learning remains uninterrupted. https://en.unesco.org/news/covid-19-10-recommendations-plan-distance-learning-solutions
  • UNICEF. (2020). COVID-19: Protecting children from violence, abuse and neglect in the home. https://www.unicef.org/media/68711/file/COVID-19-Protecting-children-from-violence-abuse-and-neglect-in-home-2020.pdf
  • Viner, R. M., Bonell, C., Drake, L., Jourdan, D., Davies, N., Baltag, V. ve arkadaşları (2021). Reopening schools during the COVID-19 pandemic: governments must balance the uncertainty and risks of reopening schools against the clear harms associate with prolonged closure. Archives of Diseases in Childhood Month, 106(2), 111-113. https://dx.doi.org/10.1136%2Farchdischild-2020-319963
  • Xie, Y., Wu, J., & Shen, G. (2020). Posttraumatic growth in Tibetan adolescent survivors 6 years after the 2010 Yushu earthquake: Depression and PTSD as predictors. Child Psychiatry & Human Development, 51(1), 94-103. https://doi.org/10.1007/s10578-019-00913-5
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Seçkin Yayıncılık.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (11. Baskı). Seçkin Yayıncılık.
  • Yin, R. (1984). Case study research: Design and methods. (3. Basım). Sage Publications.
  • Young, M. E. (2002). From Early Child Development to Human Development. The World Bank.
  • Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49, 29–33. https://doi.org/10.1007/s11125-020-09477-y
  • Zhou, S. J., Wang, L. L., Yang, R., Yang, X. J., Zhang, L. G., Guo, Z. C. ve arkadaşarı (2020). Sleep problems among Chinese adolescents and young adults during the coronavirus-2019 pandemic. Sleep medicine, 74, 39-47. https://doi.org/10.1016/j.sleep.2020.06.001

COVID-19 Pandemi Sürecinde Okul Öncesi Eğitime Devam Eden Çocukların Pandemiye İlişkin Algılarının İncelenmesi

Yıl 2022, Cilt: 9 Sayı: 2, 264 - 280, 31.08.2022

S.seda Bapoğlu Dümenci Emin Demir

Öz

Amaç: Ülkemizde COVID-19 virüsü ile mücadele kapsamında Millî Eğitim Bakanlığı tarafından alınan karar ile 16 Mart 2020 tarihinden itibaren okulların yüz yüze eğitimine ara verilmiş ve 1 Haziran 2020 tarihinde, pandeminin seyrine bağlı olarak yüz yüze eğitime devam etme kararı alınmıştır. Bu çalışmada, pandemi döneminde tam zamanlı olarak okul öncesi eğitime yüz yüze devam eden çocukların pandemi algısını belirlemek amaçlanmıştır.
Gereç ve Yöntem: Çalışma kapsamında çocukların pandemi algısına yönelik olarak nitel araştırma yöntemlerinden tek araçsal durum çalışması deseni tercih edilmiştir. Veri toplama aracı olarak görüşme formları ve çocuk resimleri kullanılmıştır.
Bulgular: Elde edilen bulgular pandemi sürecine dair çocukların yaşadıkları değişim ve tepki başlıkları altında incelenmiştir. Değişim başlığına yönelik temalar incelendiğinde pandeminin getirdiği maske, mesafe, artan hijyen gereksinimin yanı sıra çocukların yaşamını etkileyen okula oyuncak getirmeme, etkinliklerin yapılmaması gibi çeşitli temalar elde edilmiştir. Tepki başlığında ise korku, merak, üzüntü, şaşkınlık temaları ortaya çıkmıştır.
Sonuç: Pandemi yetişkinlerde olduğu gibi çocukların da günlük yaşamını derinden etkilemiştir. Okul öncesi kuruma devam eden çocukların yaşadıkları değişim ve verdikleri tepkiler bağlamında psikososyal desteğe ihtiyaç duydukları söylenebilir.

Anahtar Kelimeler

pandemi okul öncesi algı COVID19

Kaynakça

  • Akkaş Baysal, E., Ocak, G., & Ocak, İ. (2020). Covid-19 salgını sürecinde okul öncesi çocuklarının EBA ve diğer uzaktan eğitim faaliyetlerine ilişkin ebeveyn görüşleri. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 185-214. https://doi.org/10.47615/issej.835211
  • Akoğlu, G., & Karaaslan, B.T. (2020). Covid-19 ve izolasyon sürecinin çocuklar üzerindeki olası psikososyal etkileri. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 99-103.
  • Aral, N., Aysu, B., & Kadan, G. (2020). Covid 19 sürecinde çocuklar: gelişimsel ihtiyaçlar ve öneriler. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(2), 360-379.
  • Aral, N., Fındık, E., Öz, S., Karataş, B. K., Güneş, L. C., & Kadan, G. (2021). Covid 19 pandemi sürecinde okul öncesi dönemde uzaktan eğitim: deneysel bir çalışma. Turkish Studies - Education, 16(2), 1105-1124. https://dx.doi.org/10.47423/TurkishStudies.49289
  • Baker, J. (2020). The kids who will never return to school after COVID-19. https://www.smh.com.au/national/the-kids-who-will-never-return-to-school-after-covid-19-20200411-p54j0e.html
  • Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a sars-cov-2 coronavirus (covıd-19) pandemic in georgia. Pedagogical Research, 5(4), 1-9. https://doi.org/10.29333/pr/7937
  • Bonell, C., Melendez-Torres, G. J., Viner, R. M., Rogers, M. B., Whitworth M, Rutter, H., Rubin G. J., & Patton, G. (2020). An evidence-based theory of change for reducing SARSCoV-2 transmission in reopened schools. Health & Place, 64, 1-6. https://doi.org/10.1016/j.healthplace.2020.102398
  • Davies, N.G., Klepac, P., Liu, Y., Prem, K., Jit, M., CMMID COVID-19 working group & Eggo, R. M. (2020). Age-Dependent effects in the transmission and control of COVID-19 epidemics. Nature Medicine, 26, 1205-1211. https://doi.org/10.1038/s41591-020-0962-9
  • Drane, C. F., Vernon, L., & O’Shea, S. (2020). Vulnerable learners in the age of COVID-19: A scoping review. Australian Educational Researcher, 48, 585-604. 1–20. https://doi.org/10.1007/s13384-020-00409-5
  • Dunn, C. G., Kenney, E., Fleischhacker, S. E., & Bleich, S. N. (2020). Feeding low-income children during the Covid-19 pandemic. The New England Journal Of Medicine, 382. https://doi.org/10.1056/NEJMp2005638
  • Dünya Bankası. (2020). The COVID-19 pandemic: Shocks to education and policy responses. https://www.worldbank.org/en/topic/education/publication/the-covid19-pandemic-shocks-to-education-and-policy-responses
  • Fegert, J. M., Kehoe, L. A., Vitiello, B., Karwautz, A., Eliez, S., Raynaud, J. P. ve arkadaşları (2020). COVID-19: services must remain active, we must communicate with networking partners and avoid further closure of psychiatric units. https://www.escap.eu/resources/coronavirus/covid-19-policy-position-statement
  • Fegert, J., & Schulze, U. (2020). COVID-19 and its impact on child and adolescent psychiatry – a German and personal perspective. Irish Journal of Psychological Medicine, 37(3), 243-245. https://doi.org/10.1017/ipm.2020.43
  • Germann, T. C., Gao, H., Gambhir, M., Plummer, A., Biggerstaff, M., Reed, C. ve arkadaşları (2019). School dismissal as a pandemic influenza response: When, where and for how long?, Epidemics, 28. https://doi.org/10.1016/j.epidem.2019.100348
  • Giannini, S., & Lewis, G. S. (2020). Three ways to plan for equity during the coronavirus school closures. https://gemreportunesco.wpcomstaging.com/2020/03/25/three-ways-to-plan-for-equity-during-the-coronavirus-school-closures/#more-12770
  • Graber, K. M., Byrne, E. M., Goodacre, E. J., Kirby, N., Kulkarni, K., O'Farrelly, C., & Ramchandani, P. G. (2021). A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health. Child: Care, Health and Development, 47(2), 143-153. https://doi.org/10.1111/cch.12832
  • Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36 (COVID19-S4). https://dx.doi.org/10.12669%2Fpjms.36.COVID19-S4.2759
  • Joyce, H., & Early, T. (2014). The impact of school connectedness and teacher support on depressive symptoms in adolescents: a multilevel analysis. Child Youth Services, 39, 101–7. https://doi.org/10.1016/j.childyouth.2014.02.005
  • Konca, A. S., & Çakır, T. (2021). Pandemi sürecinde uzaktan eğitim ile okul öncesi eğitimden ilkokula geçiş hakkında veli görüşleri. Yaşadıkça Eğitim, 35(2), 520-545. https://doi.org/10.33308/26674874.2021352307
  • Meloy, B., Gardner, M., & Darling-Hammond, L. (2019). Untangling the evidence on preschool effectiveness: insights for policymakers. https://learningpolicyinstitute.org/product/untangling-evidence-preschool-effectiveness-brief
  • Milli Eğitim Bakanlığı (2020). Uzaktan eğitim sürecinin detayları. https://www.meb.gov.tr/uzaktan-egitim-surecinin-detaylari/haber/21990/tr
  • Olisah Kingsley, S., & Mohamed Ismail, Z. (2015). Web-based e-learning system for pre-school kids. International Journal of Information System and Engineering. 3(1). https://doi.org/10.24924/ijise/2015.11/v3.iss1/219.232
  • Pascarella, G., Strumia, A., Piliego, C., Bruno, F., Del Buono, R., & Costa, F. (2020). COVID-19 diagnosis and management: a comprehensive review. Journal of Internal Medicine, 288, 192-206. https://doi.org/10.1111/joim.13091
  • Phelps, C., & Sperry, L. L. (2020). Children and the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), 73–75. https://doi.org/10.1037/tra0000861
  • Pikulski, P., Pella, J., Casline, E.P., Hale, A. E., Drake, K., & Ginsburg, G. S. (2020). School connectedness and child anxiety. Journal of Psychologists and Counsellors in Schools, 1–12. http://dx.doi.org/10.1017/jgc.2020.3
  • Rundle, A. G., Park, Y., Herbstman, J. B., Kinsey, E. W., & Wang, Y. C. (2020) COVID-19 related school closings and risk of weight gain among children. Obesity, 28, 1008-1009. https://doi.org/10.1002/oby.22813
  • Sevilla, A., & Smith, S. (2020). Baby steps: the gender division of childcare during the COVID-19 pandemic. Oxford Review of Economic Policy, 36(1), 169–186. https://doi.org/10.1093/oxrep/graa027
  • Silverman, M., Sibbald, R., & Stranges, S. (2020). Ethics of COVID-19-related school closures. Canadian Journal of Public Health. 111, 462–465. https://doi.org/10.17269%2Fs41997-020-00396-1
  • Stake, R. E. (1995). The art of case study research. Sage.
  • UNESCO. (2020). 10 recommendations to ensure that learning remains uninterrupted. https://en.unesco.org/news/covid-19-10-recommendations-plan-distance-learning-solutions
  • UNICEF. (2020). COVID-19: Protecting children from violence, abuse and neglect in the home. https://www.unicef.org/media/68711/file/COVID-19-Protecting-children-from-violence-abuse-and-neglect-in-home-2020.pdf
  • Viner, R. M., Bonell, C., Drake, L., Jourdan, D., Davies, N., Baltag, V. ve arkadaşları (2021). Reopening schools during the COVID-19 pandemic: governments must balance the uncertainty and risks of reopening schools against the clear harms associate with prolonged closure. Archives of Diseases in Childhood Month, 106(2), 111-113. https://dx.doi.org/10.1136%2Farchdischild-2020-319963
  • Xie, Y., Wu, J., & Shen, G. (2020). Posttraumatic growth in Tibetan adolescent survivors 6 years after the 2010 Yushu earthquake: Depression and PTSD as predictors. Child Psychiatry & Human Development, 51(1), 94-103. https://doi.org/10.1007/s10578-019-00913-5
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Seçkin Yayıncılık.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (11. Baskı). Seçkin Yayıncılık.
  • Yin, R. (1984). Case study research: Design and methods. (3. Basım). Sage Publications.
  • Young, M. E. (2002). From Early Child Development to Human Development. The World Bank.
  • Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49, 29–33. https://doi.org/10.1007/s11125-020-09477-y
  • Zhou, S. J., Wang, L. L., Yang, R., Yang, X. J., Zhang, L. G., Guo, Z. C. ve arkadaşarı (2020). Sleep problems among Chinese adolescents and young adults during the coronavirus-2019 pandemic. Sleep medicine, 74, 39-47. https://doi.org/10.1016/j.sleep.2020.06.001
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm Makaleler
Yazarlar

S.seda Bapoğlu Dümenci 0000-0003-2878-1120

Emin Demir 0000-0002-9438-2921

Yayımlanma Tarihi 31 Ağustos 2022
Gönderilme Tarihi 5 Ekim 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 2

Kaynak Göster

APA Bapoğlu Dümenci, S., & Demir, E. (2022). COVID-19 Pandemi Sürecinde Okul Öncesi Eğitime Devam Eden Çocukların Pandemiye İlişkin Algılarının İncelenmesi. Hacettepe University Faculty of Health Sciences Journal, 9(2), 264-280. https://doi.org/10.21020/husbfd.1005183