Author
Yıldız, S., Kılıç, G. N., Acar, İbrahim Hakkı
Publication Date
2023-04
Publication Place
-
Springer
Subject
Administrative roles, COVID-19, Early childhood education, Online education
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1082-3301
Record ID
aac31cda-f1be-4952-8c74-1b04b0e650da
Library Location
Psychology
Date
2023-04
Sample Text
Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the roles of stakeholders in early childhood education as a result of the COVID-19 pandemic in Turkey. A criterion sample of two administrators, nine teachers, and seven parents in early childhood education institutions was interviewed. We used Moustakas's (Phenomenological research methods, Sage, Thousand Oaks, 1994) phenomenological method to collect, analyze, and validate the data. The main themes showed that: (1) Stakeholders have experienced substantial challenges in online education; (2) The online delivery of instructional content has changed the administrators' financing and instructional leadership role; (3) Teachers have acquired new roles in some areas such as communication, content development, and technology use. In addition, the mentoring roles and social responsibilities of administrators and teachers have increased due to the COVID-19 pandemic; and (4) Supporting roles towards their children have been proliferated and diversified. Overall, findings from the present study provided insights into the stakeholders' perceived accumulated and altered roles in early childhood education because of the COVID-19 outbreak.
DOI
10.1007/s10643-022-01339-w
Cilt
51
