Adjustment to preschool after COVID-19 in Turkey: teachers' perspectives

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dc.authoridGULAY OGELMAN, Hulya/0000-0002-4245-0208
dc.authoridSarac, Seda/0000-0002-4598-4029
dc.contributor.authorSarac, Seda
dc.contributor.authorGuelay Ogelman, Huelya
dc.contributor.authorYildirim, Ozge
dc.date.accessioned2025-03-23T19:35:11Z
dc.date.available2025-03-23T19:35:11Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.1080/09575146.2023.2169663
dc.identifier.endpage464
dc.identifier.issn0957-5146
dc.identifier.issn1472-4421
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85146982950
dc.identifier.scopusqualityQ2
dc.identifier.startpage450
dc.identifier.urihttps://doi.org/10.1080/09575146.2023.2169663
dc.identifier.urihttps://hdl.handle.net/11486/5805
dc.identifier.volume44
dc.identifier.wosWOS:000919131000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEarly Years
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectPreschool adjustment
dc.subjectearly childhood education
dc.subjectCOVID-19
dc.subjecthome confinement
dc.titleAdjustment to preschool after COVID-19 in Turkey: teachers' perspectives
dc.typeArticle

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