Early childhood education during the COVID-19 outbreak: The perceived changing roles of preschool administrators, Teachers, and Parents

Name: Early childhood education during the COVID-19 outbreak: The perceived changing roles of preschool administrators, Teachers, and Parents
Author: Yıldız, S., Kılıç, G. N., Acar, İbrahim Hakkı

İsim	Early childhood education during the COVID-19 outbreak: The perceived changing roles of preschool administrators, Teachers, and Parents
Yazar	Yıldız, S., Kılıç, G. N., Acar, İbrahim Hakkı
Basım Tarihi:	2023-04
Basım Yeri	- Springer
Konu	Administrative roles, COVID-19, Early childhood education, Online education
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1082-3301
Kayıt Numarası	aac31cda-f1be-4952-8c74-1b04b0e650da
Lokasyon	Psychology
Tarih	2023-04
Örnek Metin	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

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Early childhood education during the COVID-19 outbreak: The perceived changing roles of preschool administrators, Teachers, and Parents

Yazar Yıldız, S., Kılıç, G. N., Acar, İbrahim Hakkı

Basım Tarihi 2023-04

Basım Yeri - Springer

Konu Administrative roles, COVID-19, Early childhood education, Online education

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1082-3301

Kayıt Numarası aac31cda-f1be-4952-8c74-1b04b0e650da

Lokasyon Psychology

Tarih 2023-04

Örnek Metin 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