Exploring Preschool Teachers’ Social and Emotional Development Practices During Distance Education: A Mixed-methods Study

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Yapar_Erzincan_Erden.pdf

Date

2021-12-30

Author

Yapar, Nazlı Berfin
Erden, Feyza

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The current study was conducted to reveal preschool teachers’ practices regarding children’s social and emotional development during distance education. A mixed-methods design was selected as the design for this study. First, data were collected from sixty-two preschool teachers through a questionnaire, and then semistructured interviews were conducted with seven of these preschool teachers. The findings of the study revealed the social and emotional development indicators that teachers focus on the most and least depending on the current Turkish preschool education curriculum. Teachers also explained the reasons behind focusing and not focusing on particular indicators. Moreover, teachers were found to do various activities such as yoga, story completion, and role-play to meet children’s needs. It can be concluded that although addressing the specific social and emotional needs of children is crucial, the necessity of a holistic approach should always be considered because it allows understanding the children’s social and emotional developmental needs and meeting them in the most efficient way.

Subject Keywords

preschool, distance education, social and emotional development, COVID-19 pandemic

URI

https://hdl.handle.net/11511/95073

Conference Name

3rd International Education Research and Teacher Education Congress

Collections

Department of Elementary and Early Childhood Education, Conference / Seminar

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Citation Formats

N. B. Yapar and F. Erden, “Exploring Preschool Teachers’ Social and Emotional Development Practices During Distance Education: A Mixed-methods Study,” 2021, p. 416, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/95073.