The Situation of Online Preschool "Learning" from Early Childhood Teachers' Perspective

Autor/in	Barabási, Tünde
Titel	The Situation of Online Preschool "Learning" from Early Childhood Teachers' Perspective
Quelle	In: Acta Didactica Napocensia, 14 (2021) 2, S.216-230 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Electronic Learning; Preschool Children; Early Childhood Teachers; Teacher Attitudes; School Closing; COVID-19; Pandemics; Technological Literacy; Hungarian; Language of Instruction; Foreign Countries; Videoconferencing; Teaching Methods; Romania + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Technisches Wissen; Ungar; Ungarisch; Teaching language; Unterrichtssprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Rumänien
Abstract	The closure of educational institutions in the context of the COVID-19 pandemic prompted early childhood teachers to review educational practices used in early childhood education. The present study provides a picture of the home education period from the point of view of early childhood teachers, reflecting on how different elements of the preschoolers' digital diet could prevail during the aforementioned period. Research data was collected via questionnaires (N=423). Data was collected from early childhood teachers who teach in Hungarian. Research results show a strong tendency in early childhood teachers to adapt to the needs of parents and children, and at the same time, a strong correlation between the use of online platforms and the teachers' level of digital skills. The early childhood teachers' adaptive and openminded approach to the situation is also enhanced by the rich repository of elements that are transferable to offline education. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01