Araştırma Makalesi
BibTex RIS Kaynak Göster

The Mathematics Process in Home Environments of Preschool Children in the COVID-19 Pandemic: Views of Parents

Yıl 2023, Cilt: 7 Sayı: 15, 657 - 672, 21.10.2023

Ensar Yıldız Ayşegül Öğütcen Berrin Akman

https://doi.org/10.31458/iejes.1336919

Öz

The purpose of this study is to disclose the practices of parents regarding the development of mathematical skills of their preschool children in their home environment during the Covid-19 pandemic. The research uses an explanatory case study as one of the types of case studies included in qualitative research methods. The sample selection of the research uses criterion sampling as one of the purposeful sampling types. In line with this, the study group consisted of 30 parents. The data of the research were collected using the interview technique. The data were obtained by using a semi-structured interview form developed by the researchers. The study concluded that parents perceive early math skills as daily life skills rather than a part of math skills and their knowledge about early math skills is inadequate. In the study, it was observed that during the pandemic period, preschool teachers generally did not make suggestions to support early math skills to parents, while parents used workbooks to support children's early math skills at home during the pandemic period, they made their children do addition and subtraction operations and made them count numbers. Based on the findings obtained at the end of the research, it is recommended to organize supportive training to increase parents' knowledge about early math skills and about methods for teaching these skills.

Anahtar Kelimeler

Early mathematic skills view of the parent Covid-19 pandemic

Kaynakça

  • Akkaya, S., & Polat, K. (2022). An investigation of the relationship between the parents’ math literacy self-efficacy and their math anxieties. Educational Policy Analysis and Strategic Research, 247.
  • Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? British Medical Journal, 322(1), 115-117.
  • Blevins-Knabe, B., Austin, A. B., Musun, L., Eddy, A., & Jones, R. M. (2000). Family home care providers’ and parents’ beliefs and practices concerning mathematics with young children. Early Child Development and Care, 165(1), 41-58.
  • Blevins-Knabe, B., & Musun Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5(1), 35-45.
  • Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental engagement in children’s learning. United Nations. 1-6.
  • Cannon, J., & Ginsburg, H. P. (2008). “Doing the math”: Maternal beliefs about early mathematics versus language learning. Early education and development, 19(2), 238-260.
  • Charlesworth, R., & Lind K.K. (2007). Math & science for young children. (pp. 74-184). (Fifth edition). Thomson Delmar Learning, NY: Delmar.
  • Corbetta, P. (2003). Social research: Theory, methods and techniques. London: Sage Publications.
  • Cousins, L., & Mickelson, R. A. (2011). Making success in education: What black parents believe about participation in their children's education. Current Issues in Education, 14(3).
  • Demir, F., & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi [Examining teachers’ opinions related to distance education in the Covid-19 process]. Milli Eğitim Dergisi, 49(1), 273-292.
  • Ergel, A., & Aydoğan, Y. (2021). Erken çocukluk döneminde matematik becerilerini kazandırmaya yönelik ebeveyn görüşleri [Parental opinions on achieving math skills in early childhood]. Journal of International Social Research, 14(77).
  • Fatmawati, N., & Tatang-Herman, K. (2021). Parental guidance on mathematics learning for lowgrades students during the Covİd-19 pandemic. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 538-545.
  • Haktanır, H. (2021). Okul öncesi dönemde matematik ve okuma yazmaya hazırlık becerilerinin evde desteklenme düzeyinin incelenmesi [An examination of the level of home support for mathematics and early literacy activities in preschool period] [Unpublished master’s thesis] Pamukkale Üniversitesi.
  • Hapsari, S. M., Sugito, S., & Fauziah, P. Y. (2020). Parent’s involvement in early childhood education during the covid-19 pandemic period. Journal Pendidikan Progresif, 10(2), 298-311.
  • Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 1-15.
  • Jay, T., Rose, J., & Simmons, B. (2018). Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning. Sage Open, 8(2), 2158244018775466.
  • Karademir, A. (2021). Beyond COVID-19 Pandemic: Changes in Interaction Pattern between Children and Caregivers. International Journal of Psychology and Educational Studies, 8(Special issue), 99-117.
  • Karakuzu, E., & Koçyiğit, S. (2016). Ebeveyn destekli ilkokula hazırlık programının (EDİHP) okul öncesi dönem çocuklarının ilkokula hazır bulunuşluğuna etkisi [The effect of parent supported primary school preparation program (EDIHP) on preschool children's readiness for primary school]. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(1).
  • Kılıç, Ç., & Özcan, Z. Ç. (2020). Okul öncesi öğretmenlerinin ve ebeveynlerin okul öncesinde verilen matematik eğitimine yönelik görüşleri [Opinions of pre-school teachers and parents about preschool mathematics education]. Medeniyet Eğitim Araştırmaları Dergisi, 4(1), 46-55.
  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55.
  • Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 30, 73-84.
  • Logan, N., Ogurlu, U., Garbe, A., & Cook, P. (2021). Parent vpices: Suggestions for Remote learning during COVID pandemic and beyond. Journal of Ethnic and Cultural Studies, 8(4), 1-17.
  • Mayring, P. (2004). Qualitative content analysis. A Companion to Qualitative Research, 1, 159-176.
  • Ministry of National Education [MoNE] (2020). Bakan Selçuk, 23 Mart’ta başlayacak uzaktan eğitime ilişkin detayları anlattı [Minister Selçuk explained the details of distance education, which will start on March 23]. https://www.meb.gov.tr/bakan-selcuk-23-martta-baslayacak-uzaktanegitime-iliskindetaylari-anlatti/haber/20554/tr.
  • Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Frequency of home numeracy activities is differentially related to basic number processing and calculation skills in kindergartners. Frontiers in Pychology, 9, 340.
  • Ölmez, T., Özkan, C., Bilgin, A., & Veziroğlu Çelik, M. (2019). Erken çocukluk matematik eğitimine ilişkin ebeveyn görüşlerinin incelenmesi [Examination of parental views on early childhood mathematics education]. 14. Ulusal Okul Öncesi Öğretmenliği Öğrenci Kongresi: Çocuğun Ekolojik Dünyası Özet Kitapçığı, Maltepe Üniversitesi.
  • Panaoura, R. (2021). Parental involvement in children's mathematics learning before and during the period of the COVID-19. Social Education Research, 65-74.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low‐income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375-394.
  • Royce, A., Singleton, Jr., & Straits, B. C. (2012). Survey interviewing. In J. F. Gubrium, J. A. Holstein, A. B. Marvasti, & K. D. McKinney (Eds.), The SAGE handbook of interview research: The Complexity of the Craft (pp. 77-99). Sage.
  • Sonnenschein, S., Metzger, S. R., & Thompson, J. A. (2016). Low income parents’ socialization of their preschoolers’ early reading and math skills, Research in Human Development, 13(3), 207-224.
  • Sonnenschein, S., Shari R. Metzger and Brittany Gay Sonnenschein, S., & Sawyer, B. E. (2018). Academic socialization of young Black and Latino children: Building on Family Strengths. Springer International Publishing. https://books.google.com.tr/books?id=LutevQEACAAJ
  • Sapungan, G. M., & Sapungan, R. M. (2014). Parental involvement in child’s education: Importance, barriers and benefits. Asian Journal of Management Sciences & Education, 3(2), 42-48.
  • Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3), 309-322.
  • Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84.
  • Stites, M. L., Sonneschein, S., & Galczyk, S. H. (2021). Preschool parents’ views of distance learning during COVID-19. Early Education and Development, 32(7), 923-939.
  • TEDMEM. (2022). 2021 eğitim değerlendirme raporu [2021 education evaluation report] (TEDMEM Değerlendirme Dizisi 8). Ankara: Türk Eğitim Derneği.
  • Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249-259.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020). Startling digital divides in distance learning emerge. UNESCO. https://en.unesco.org/news/startling-digital-divides-distance-learning-emerge
  • Yıldırım-Hacıibrahimoğlu, B. (2019). Matematik ilkeleri ve standartları [Mathematics Principles and Standards]. B. Akman (Ed.). Okul öncesi matematik eğitimi (s. 12-24). Pegem Akademi.
  • Yin, R.K. (2018). Case study methods: design and methods (6. Baskı). Sage.
  • Zippert, E. L., & Rittle Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50, 4-15.

The Mathematics Process in Home Environments of Preschool Children in the COVID-19 Pandemic: Views of Parents

Yıl 2023, Cilt: 7 Sayı: 15, 657 - 672, 21.10.2023

Ensar Yıldız Ayşegül Öğütcen Berrin Akman

https://doi.org/10.31458/iejes.1336919

Öz

The purpose of this study is to disclose the practices of parents regarding the development of mathematical skills of their preschool children in their home environment during the Covid-19 pandemic. The research uses an explanatory case study as one of the types of case studies included in qualitative research methods. The sample selection of the research uses criterion sampling as one of the purposeful sampling types. In line with this, the study group consisted of 30 parents. The data of the research were collected using the interview technique. The data were obtained by using a semi-structured interview form developed by the researchers. The study concluded that parents perceive early math skills as daily life skills rather than a part of math skills and their knowledge about early math skills is inadequate. In the study, it was observed that during the pandemic period, preschool teachers generally did not make suggestions to support early math skills to parents, while parents used workbooks to support children's early math skills at home during the pandemic period, they made their children do addition and subtraction operations and made them count numbers. Based on the findings obtained at the end of the research, it is recommended to organize supportive training to increase parents' knowledge about early math skills and about methods for teaching these skills.

Anahtar Kelimeler

Early mathematic skills view of the parent Covid-19 pandemic

Etik Beyan

The study, the researchers applied for ethical permission from Sivas Cumhuriyet University Scientific Research and Publication Ethics Social and Human Sciences Board, and an ethical approval was received (E-60263016-050.06.04-91547).

Teşekkür

This study was presented as an oral presentation at the 7th International Early Childhood Education Congress (IECEC) between 24-26 November 2021.

Kaynakça

  • Akkaya, S., & Polat, K. (2022). An investigation of the relationship between the parents’ math literacy self-efficacy and their math anxieties. Educational Policy Analysis and Strategic Research, 247.
  • Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: a case of the tail wagging the dog? British Medical Journal, 322(1), 115-117.
  • Blevins-Knabe, B., Austin, A. B., Musun, L., Eddy, A., & Jones, R. M. (2000). Family home care providers’ and parents’ beliefs and practices concerning mathematics with young children. Early Child Development and Care, 165(1), 41-58.
  • Blevins-Knabe, B., & Musun Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5(1), 35-45.
  • Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental engagement in children’s learning. United Nations. 1-6.
  • Cannon, J., & Ginsburg, H. P. (2008). “Doing the math”: Maternal beliefs about early mathematics versus language learning. Early education and development, 19(2), 238-260.
  • Charlesworth, R., & Lind K.K. (2007). Math & science for young children. (pp. 74-184). (Fifth edition). Thomson Delmar Learning, NY: Delmar.
  • Corbetta, P. (2003). Social research: Theory, methods and techniques. London: Sage Publications.
  • Cousins, L., & Mickelson, R. A. (2011). Making success in education: What black parents believe about participation in their children's education. Current Issues in Education, 14(3).
  • Demir, F., & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi [Examining teachers’ opinions related to distance education in the Covid-19 process]. Milli Eğitim Dergisi, 49(1), 273-292.
  • Ergel, A., & Aydoğan, Y. (2021). Erken çocukluk döneminde matematik becerilerini kazandırmaya yönelik ebeveyn görüşleri [Parental opinions on achieving math skills in early childhood]. Journal of International Social Research, 14(77).
  • Fatmawati, N., & Tatang-Herman, K. (2021). Parental guidance on mathematics learning for lowgrades students during the Covİd-19 pandemic. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 538-545.
  • Haktanır, H. (2021). Okul öncesi dönemde matematik ve okuma yazmaya hazırlık becerilerinin evde desteklenme düzeyinin incelenmesi [An examination of the level of home support for mathematics and early literacy activities in preschool period] [Unpublished master’s thesis] Pamukkale Üniversitesi.
  • Hapsari, S. M., Sugito, S., & Fauziah, P. Y. (2020). Parent’s involvement in early childhood education during the covid-19 pandemic period. Journal Pendidikan Progresif, 10(2), 298-311.
  • Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 1-15.
  • Jay, T., Rose, J., & Simmons, B. (2018). Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning. Sage Open, 8(2), 2158244018775466.
  • Karademir, A. (2021). Beyond COVID-19 Pandemic: Changes in Interaction Pattern between Children and Caregivers. International Journal of Psychology and Educational Studies, 8(Special issue), 99-117.
  • Karakuzu, E., & Koçyiğit, S. (2016). Ebeveyn destekli ilkokula hazırlık programının (EDİHP) okul öncesi dönem çocuklarının ilkokula hazır bulunuşluğuna etkisi [The effect of parent supported primary school preparation program (EDIHP) on preschool children's readiness for primary school]. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(1).
  • Kılıç, Ç., & Özcan, Z. Ç. (2020). Okul öncesi öğretmenlerinin ve ebeveynlerin okul öncesinde verilen matematik eğitimine yönelik görüşleri [Opinions of pre-school teachers and parents about preschool mathematics education]. Medeniyet Eğitim Araştırmaları Dergisi, 4(1), 46-55.
  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55.
  • Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 30, 73-84.
  • Logan, N., Ogurlu, U., Garbe, A., & Cook, P. (2021). Parent vpices: Suggestions for Remote learning during COVID pandemic and beyond. Journal of Ethnic and Cultural Studies, 8(4), 1-17.
  • Mayring, P. (2004). Qualitative content analysis. A Companion to Qualitative Research, 1, 159-176.
  • Ministry of National Education [MoNE] (2020). Bakan Selçuk, 23 Mart’ta başlayacak uzaktan eğitime ilişkin detayları anlattı [Minister Selçuk explained the details of distance education, which will start on March 23]. https://www.meb.gov.tr/bakan-selcuk-23-martta-baslayacak-uzaktanegitime-iliskindetaylari-anlatti/haber/20554/tr.
  • Mutaf-Yıldız, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Frequency of home numeracy activities is differentially related to basic number processing and calculation skills in kindergartners. Frontiers in Pychology, 9, 340.
  • Ölmez, T., Özkan, C., Bilgin, A., & Veziroğlu Çelik, M. (2019). Erken çocukluk matematik eğitimine ilişkin ebeveyn görüşlerinin incelenmesi [Examination of parental views on early childhood mathematics education]. 14. Ulusal Okul Öncesi Öğretmenliği Öğrenci Kongresi: Çocuğun Ekolojik Dünyası Özet Kitapçığı, Maltepe Üniversitesi.
  • Panaoura, R. (2021). Parental involvement in children's mathematics learning before and during the period of the COVID-19. Social Education Research, 65-74.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün ve S. B. Demir). Ankara: Pegem Akademi.
  • Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low‐income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375-394.
  • Royce, A., Singleton, Jr., & Straits, B. C. (2012). Survey interviewing. In J. F. Gubrium, J. A. Holstein, A. B. Marvasti, & K. D. McKinney (Eds.), The SAGE handbook of interview research: The Complexity of the Craft (pp. 77-99). Sage.
  • Sonnenschein, S., Metzger, S. R., & Thompson, J. A. (2016). Low income parents’ socialization of their preschoolers’ early reading and math skills, Research in Human Development, 13(3), 207-224.
  • Sonnenschein, S., Shari R. Metzger and Brittany Gay Sonnenschein, S., & Sawyer, B. E. (2018). Academic socialization of young Black and Latino children: Building on Family Strengths. Springer International Publishing. https://books.google.com.tr/books?id=LutevQEACAAJ
  • Sapungan, G. M., & Sapungan, R. M. (2014). Parental involvement in child’s education: Importance, barriers and benefits. Asian Journal of Management Sciences & Education, 3(2), 42-48.
  • Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3), 309-322.
  • Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84.
  • Stites, M. L., Sonneschein, S., & Galczyk, S. H. (2021). Preschool parents’ views of distance learning during COVID-19. Early Education and Development, 32(7), 923-939.
  • TEDMEM. (2022). 2021 eğitim değerlendirme raporu [2021 education evaluation report] (TEDMEM Değerlendirme Dizisi 8). Ankara: Türk Eğitim Derneği.
  • Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249-259.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020). Startling digital divides in distance learning emerge. UNESCO. https://en.unesco.org/news/startling-digital-divides-distance-learning-emerge
  • Yıldırım-Hacıibrahimoğlu, B. (2019). Matematik ilkeleri ve standartları [Mathematics Principles and Standards]. B. Akman (Ed.). Okul öncesi matematik eğitimi (s. 12-24). Pegem Akademi.
  • Yin, R.K. (2018). Case study methods: design and methods (6. Baskı). Sage.
  • Zippert, E. L., & Rittle Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50, 4-15.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Öncesi Eğitim
Bölüm Araştırma Makalesi
Yazarlar

Ensar Yıldız 0000-0003-3741-1121

Ayşegül Öğütcen 0000-0003-4985-9070

Berrin Akman 0000-0001-5668-4382

Erken Görünüm Tarihi 11 Ekim 2023
Yayımlanma Tarihi 21 Ekim 2023
Gönderilme Tarihi 2 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 15

Kaynak Göster

APA Yıldız, E., Öğütcen, A., & Akman, B. (2023). The Mathematics Process in Home Environments of Preschool Children in the COVID-19 Pandemic: Views of Parents. International E-Journal of Educational Studies, 7(15), 657-672. https://doi.org/10.31458/iejes.1336919
 Kapak Resmi İndir

2106713894             13896   14842

We would like to share important news with you. International e-journal of Educational Studies indexed in EBSCO Education Full Text Database Coverage List H.W. Wilson Index since January 7th, 2020.
https://www.ebsco.com/m/ee/Marketing/titleLists/eft-coverage.pdf

IEJES has been indexed in the Education Source Ultimate database, which is the upper version of the Education Full Text (H.W. Wilson) and Education Full Text (H.W. Wilson) database, from 2020 to the present. https://www.ebsco.com/m/ee/Marketing/titleLists/esu-coverage.htm

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.