TEACHERS' OPINIONS ON THE PRESCHOOL EDUCATION PROGRAM APPLIED DURING AND AFTER COVID-19 PERIOD

Abstract

In preschool education, the development of high-quality studies that support growth areas is crucial, focusing on student-centeredness, addressing interests, and meeting needs effectively. The aim of this research is to reveal teacher perspectives on the preschool education program implemented during and after the COVID-19 period. In this context, the experiences of teachers implementing the preschool education program during both the pre-COVID and post-COVID periods were focused on, aiming to comprehensively analyze the program and contribute to its enhancement. A qualitative research method was adopted, utilizing a case study design. The study group consisted of 11 preschool teachers selected using purposive sampling, specifically the criterion sampling technique. These teachers voluntarily participated in implementing the program both before and after the COVID-19 period. Semi-structured interview forms were used to collect information from preschool teachers to obtain research data. The obtained data were analyzed using descriptive analysis, a qualitative data analysis technique. According to the research findings, the program exhibits both positive and negative aspects. It was emphasized that the program's achievements need to be adapted to new educational conditions. Additionally, customization of the program's resource book according to regional conditions and age groups was highlighted. Teachers emphasized the importance of providing more emphasis on professional training and parent awareness training. Teachers facing challenges such as technological inadequacy and insufficient internet infrastructure expressed the need for support in these areas. Teachers drew attention to behavior problems and attention deficits observed in students in the post-COVID era, attributing these issues to the low participation in remote learning. Teachers who implemented the program emphasized the importance of additional professional training, parent awareness training, revising mask, distance, and hygiene rules, organizing class hours, and transitioning to hybrid education. Moreover, teachers provided suggestions for improving the program and offered solutions to the challenges they encountered.