Adjustment to preschool after COVID-19 in Turkey: teachers' perspectives
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Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aimed to uncover teachers' experiences and practices in addressing preschool adjustment following the lockdowns and home confinement. Twenty-seven preschool teachers participated in this qualitative descriptive study. Eighteen teachers were interviewed individually, and a focus group interview was held with nine teachers. The thematic analysis showed that lockdowns and home confinement had both challenging and facilitating influences on children's preschool adjustment. Teachers mentioned the increase in separation protests and the decline in social and fine motor skills as challenges. Teachers cited improved self-care skills, increased engagement, and better parent-preschool communication as facilitating factors. Furthermore, the teachers altered their preschool adjustment practices, allowing more time for outdoor activities, individual activities, and free play. Although the participation of parents in the adjustment process was reduced due to pandemic regulations, they communicated with the parents on a more regular and frequent basis. This process affected children's preschool adjustment, but teachers were able to support children and parents by changing their practices.
Açıklama
Anahtar Kelimeler
Preschool adjustment, early childhood education, COVID-19, home confinement
Kaynak
Early Years
WoS Q Değeri
Q2
Scopus Q Değeri
Q2
Cilt
44
Sayı
2
