scholarly journals EVALUATION OF THE EFFECT OF DISTANCE EDUCATION ON CHILDREN IN PRE-SCHOOL PERIOD: PARENTAL VIEWS

2020 ◽  
Vol 3 (2) ◽  
pp. 94-103
Author(s):  
Şebnem Güldal Kan ◽  
Kezban Özgem ◽  
Şermin Kuset ◽  
Emine Şaşmacıoğlu
Keyword(s):  
Distance Education ◽  
Private School ◽  
Preschool Education ◽  
Structured Interview ◽  
Public And Private ◽  
Preschool Period ◽  
Parental Views ◽  
Content Analysis Method ◽  
Keywords Child ◽  
School Period

This research is aimed to investigate the effects of distance education on preschool children. In this study, in order to investigate the effect of distance education on children by the parents of children going to the preschool institution, a case study based on qualitative data made with semi-structured interview technique was analyzed by content analysis method. The work carried out during the epidemic of COVID-19 experienced in 2019-2020 was discussed remotely with the parents of children in preschool education, which went to public and private schools. The participants are made up of 34 parents, but the majority are women. The majority of the children whose parents were evaluated in the study were found to be boys between the ages of 4-7, and went to private school. Other results obtained in the study were found that distance education is not sufficient in terms of supporting the development of children, it does not provide an advantage for children to learn, and the biggest disadvantage is that there is no interaction between the child and the teacher. It has been determined that the dimension of distance education that can be considered as an advantage in the pandemic process is that it provides access to the lessons taught and gives the opportunity again. Keywords: Child, parent, preschool period, preschool education, distance education, Covid-19.  

scholarly journals EVALUATION OF THE IMPACT OF DISTANCE EDUCATION ON CHILDREN IN PRESCHOOL PERIOD: TEACHERS’ OPINIONS

2021 ◽  
Vol 4 (1) ◽  
pp. 78-87
Author(s):  
Sermin Kuset ◽  
Kezban Özgem ◽  
Emine Şaşmacıoğlu ◽  
Şebnem Güldal Kan
Keyword(s):  
Distance Education ◽  
Private School ◽  
Structured Interview ◽  
Public And Private ◽  
Face To Face ◽  
Preschool Period ◽  
Epidemic Period ◽  
Development Technology ◽  
Keywords Education ◽  
The Impact

In this study; It is aimed to examine the effects of distance education on preschool children. In this study, a case study based on qualitative data made with semi-structured interview technique was conducted by the preschool teachers of children who went to the preschool institution to examine the effect of distance education on children, and analyzed by content analysis method. In the study conducted in the COVID-19 epidemic period in the 2019-2020 spring period, the teachers of the students going to public and private schools were interviewed from afar. When other results obtained from the study are analyzed, 35 pre-school teachers participated in the study and the majority of the study consists of women between the ages of 30 and 35. The majority of the participants are undergraduate graduates, and it is stated that they work in a private school and are also teachers for 6 years or more. In addition, while it was stated that distance education is inefficient compared to face to face education, it was determined that the biggest problem in the distance education process was communication. It has been found that the greatest contribution of distance education in the pandemic process is that it ensures that children do not leave education. Keywords: Education, preschool period, child, child development, technology, distance education, preschool teacher.  

ENGLISH TEACHING THROUGH DISTANCE EDUCATION: OPPORTUNITY OR THREAT?

2021 ◽  
Vol 6 (15) ◽  
pp. 388-419
Author(s):  
R. Meltem ÜNAL ◽  
Necla EKİNCİ
Keyword(s):  
Distance Education ◽  
Educational Opportunity ◽  
Language Teaching ◽  
English Teachers ◽  
Structured Interview ◽  
Preparation Process ◽  
Public And Private ◽  
English Teaching ◽  
Face To Face ◽  
Content Analysis Method

The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.

scholarly journals Social and Psychiatric Effects of COVID-19 Pandemic and Distance Learning On High School Students: A Cross-Sectional Web-Based Survey Comparing Turkey and Denmark

2020 ◽  
Author(s):  
LS Seyahi ◽  
SG Ozcan ◽  
N Sut ◽  
A Mayer ◽  
BC Poyraz
Keyword(s):  
High School ◽  
Distance Education ◽  
High School Students ◽  
Distance Learning ◽  
Online Education ◽  
Private School ◽  
Psychological Status ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

AbstractObjectiveIn this study we investigated the socio-psychological effects of both the pandemic and distance learning on high school students in Turkey and Denmark. We aimed to assess whether there were any differences a) between students attending public or private schools in Turkey and b) between two countries having different approaches to pandemic and considerable socio-cultural and economic differences.MethodsWe conducted a web-based questionnaire study in a cross-sectional design using Survey Monkey platform and sent out via social media to high school students from Turkey and Denmark. The survey collected socio-demographic data, several variables associated with pandemic and distance education and their effects on social life and psychological status. Additionally, emotional status was assessed using positive (PA) and negative affects (NA) schedule (PANAS). The survey ran from July 3 and August 31 2020.ResultsWe studied 565 (mean age: 16.5 ± 1.0) Turkish and 92 (mean age:17.7 ± 1.0) Danish students, of whom the majority were female adolescents (63% vs 76%). Students educated in public (47.6%) and private high schools (52.4%) were nearly similar in number in Turkish group, whereas in the Danish sample almost all students were from public school (98.9%). Turkish students were significantly more likely to be compliant with the pandemic related restrictions. Besides that, there were significant socio-economic disparities between Turkish and Danish students and also within Turkey between public and private school students. Turkish online education system was significantly less adequate and satisfactory compared to the Danish system. These were even worse for those who were attending public schools in Turkey. Regardless of the socio-economic differences, the majority of the students in both countries has been negatively affected by the pandemic and related restrictions and had a negative opinion about distance education. This was also true for the PANAS scores. The total scores of PANAS were similar between Turkish and Danish students (PA: 27.0 ± 7.6 versus 25.8 ± 5.6; NA: 24.8± 7.5 versus 24.5± 7.3) and also within Turkey between public and private school students (PA: 26.8 ± 7.5 versus 27.1 ± 7.6; NA: 24.7± 7.2 versus 25.0± 7.8). While female students were significantly more severely affected in the Turkish group, no such gender differences were observed in the Danish group. Additionally, considerable portion of the students in Turkey and Denmark expressed loneliness (55.2% vs 59.8%, p<0.706), boredom (71.2% vs 58.7%, p=0.019) and anxiety towards the future (61.4% vs 22.8%, p<0.001). Decreased physical activity, sleep problems, eating disorders and domestic abuse were other complaints.ConclusionsAdolescents from both countries have been severely affected by the pandemic and its related restrictions and expressed negative views about distance education. Turkish online education system seemed to be less satisfactory when compared to Danish system and within Turkey, public school students had significantly more disadvantages compared to those attending private schools. Despite the fact that there were several socio-economic inequalities among students, in general, there were no robust significant differences regarding psychological status and opinion about distance learning, indicating a global worsening of emotional status during pandemic.

scholarly journals Investigation of Preschool Children's Descriptions of Value Concepts: A Qualitative Study

2020 ◽  
Author(s):  
Nihat Topaç ◽  
Musa Bardak ◽  
Murat Kirişci ◽  
Ercan MERTOĞLU
Keyword(s):  
Sampling Methods ◽  
Preschool Education ◽  
Structured Interview ◽  
Typical Case ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Entire Sample ◽  
Interview Technique ◽  
Purposeful Sampling ◽  
Content Analysis Method

This study was conducted to investigate how early childhood children perceive and define various concepts of value. Phenomenology, which is one of the qualitative research patterns, was used in the study. The study group of the study consisted of 20 5-year-old children who continue preschool education. While determining the children, a typical case sampling, which is one of the purposeful sampling methods, was used. It was noted that the entire sample was not educated in the same socio-economic level and planned value education before. A data collection tool that consist of open-ended questions with 7 value concepts (responsibility, sharing, benevolence, friendship, respect, honesty and courtesy), selected by researchers, was applied to the children with a semi-structured interview technique. The data obtained were evaluated by content analysis method. The data obtained from the answers given by the participants to the questions about value concepts were coded and themes were created and arranged in tables. In the results obtained by defining and interpreting the findings, it was seen that the perceptions and definitions of children of responsibility, sharing, benevolence and respect values are similar. In defining the value of responsibility, children often try to make definitions over the tasks that are assigned to them at home; in the definitions of sharing and benevolence values, they were influenced by the experiences of sharing and solidarity they had previously experienced; In their definitions of respect value, it is seen that they are affected by the behaviors and teachings of adults around them. As a result of the research, the answers given by the children to the questions about the value concepts were grouped. It has been observed that the perceptions and definitions of children about responsibility, sharing, benevolence and respect values are similar. It was seen that they tried to explain the value of friendship through sharing and benevolence values. It has been found that the concepts of honesty and kindness are the least perceived and undefined ones.

scholarly journals Preschool Teachers’ Perspectives on Aggressive Behaviors in Children: A Qualitative Study

2019 ◽  
Vol 7 (2) ◽  
pp. 169
Author(s):  
Bengü Türkoğlu
Keyword(s):  
Preschool Teachers ◽  
Parental Attitudes ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
Structured Interview ◽  
Aggressive Behaviors ◽  
Preschool Period ◽  
Analysis Technique ◽  
Service Training ◽  
Teachers Perspectives

The main aim of this study was to qualitatively analyze preschool teachers’ opinions about the aggressive behaviors of children in the classroom. The phenomenology design, one of the qualitative research methods, was used in the study. 46 preschool teachers selected by the maximum diversity sampling method constituted the study group. The data of the study were collected using the semi-structured interview technique, and the data were analyzed using the descriptive analysis technique. According to the results of the study, preschool teachers generally described the aggressive behavior as “damaging friends,” mentioned that the type of aggression they mostly encountered in the classroom was “physical aggression” and stated that the most important factor affecting aggression in the preschool period was “parental attitudes.” Furthermore, preschool teachers indicated that aggressive behaviors generally emerged “during game activities,” that the communication of children exhibiting aggressive behaviors with their peers was usually negatively affected, and that they mostly used the “verbal warning” and “punishment” method to cope with aggressive behaviors in the classroom, however, they also emphasized that they felt inadequate in coping with aggressive behaviors. The activities that will allow children to express themselves and their feelings, to properly communicate with their surroundings and to get rid of their energy can be included in preschool education institutions. Teachers can be provided with applied in-service training seminars on how they can cope with aggressive behaviors and what kinds of effective methods they should use. Furthermore, it is also considered useful to organize information seminars on how parents should approach their children’s aggressive behaviors.

CONSUMO DE ALIMENTOS PROCESSADOS E ULTRAPROCESSADOS POR ESCOLARES DE ARROIO DO TIGRE, RS

2018 ◽  
Vol 7 (1) ◽  
pp. 157-164
Author(s):  
Rubiane Inara Wagner ◽  
Patrícia Molz ◽  
Camila Schreiner Pereira
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Private School ◽  
Food Habits ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private ◽  
The Public ◽  
Cereal Bars

O objetivo deste estudo foi comparar a frequência do consumo de alimentos processados e ultraprocessados e verificar a associação entre estado nutricional por adolescentes do ensino público e privado do município de Arroio do Tigre, RS. Trata-se de um estudo transversal realizado com adolescentes, com idade entre 10 e 15 anos, de uma escola pública e uma privada de Arroio do Tigre, RS. O estado nutricional foi avaliado pelo índice de massa corporal. Aplicou-se um questionário de frequência alimentar contendo alimentos processados e ultraprocessados. A amostra foi composta por 64 adolescentes com idade média de 12,03±1,15 anos, sendo 53,1% da escola pública. A maioria dos adolescentes encontravam-se eutróficos (p=0,343), e quando comparado com o consumo de alimentos processados e ultraprocessados, a maioria dos escolares eutróficos relataram maior frequência no consumo de balas e chicletes (50,0%) e barra de cereais (51,0%), de 1 a 3 vezes por semana (p=0,004; p=0,029, respectivamente). Houve também uma maior frequência de consumo de alimentos processados e ultraprocessados como pizza (73,5%; p0,001), refrigerante (58,8%; p=0,036) e biscoito recheado (58,8%; p=0,008) entre 1 a 3 vezes por semana na escola pública em comparação a escola privada. O consumo de suco de pacote (p=0,013) foi relatado não ser consumido pela maioria dos alunos da escola particular em comparação a escola pública. Os dados encontrados evidenciam um consumo expressivo de alimentos processados e ultraprocessados pelos adolescentes de ambas as escolas, destacando alimentos com alto teor de açúcar e sódio.Palavras-chave: Hábitos alimentares. Adolescentes. Alimentos industrializados. ABSTRACT: The objective of this study was to compare the frequency of consumption of processed and ultraprocessed foods and to verify the association between nutritional status by adolescents from public and private schools in the municipality of Arroio do Tigre, RS. This was a cross-sectional study conducted with adolescents, aged 10 to 15 years, from a public school and a private school in Arroio do Tigre, RS. Nutritional status was assessed by body mass index. A food frequency questionnaire containing processed and ultraprocessed foods was applied. The sample consisted of 64 adolescents with a mean age of 12.03±1.15 years, 53.1% of the public school. Most of the adolescents were eutrophic (p=0.343), and when compared to the consumption of processed and ultraprocessed foods, most eutrophic schoolchildren reported a higher frequency of bullets and chewing gum (50.0%) and cereal bars (51.0%), 1 to 3 times per week (p=0.004, p=0.029, respectively). There was also a higher frequency of consumption of processed and ultraprocessed foods such as pizza (73.5%, p0.001), refrigerant (58.8%, p=0.036) and stuffed biscuit (58.8%, p=0.008) between 1 to 3 times a week in public school compared to private school. Consumption of packet juice (p=0.013) was reported not to be consumed by the majority of private school students compared to public school. Conclusion: The data found evidenced an expressive consumption of processed and ultraprocessed foods by the adolescents of both schools, highlighting foods with high sugar and sodium content.Keywords: Food Habits. Adolescents. Industrialized Foods.

scholarly journals Household Chores or Play Outdoors? The Intersecting Influence of Gender and School Type on Physical Activity Among Indian Adolescents

2020 ◽  
Vol 47 (5) ◽  
pp. 682-691
Author(s):  
Ilana G. Raskind ◽  
Shailaja S. Patil ◽  
Nikhil Tandon ◽  
Sharanya Thummalapally ◽  
Michael R. Kramer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Private School ◽  
Rate Ratio ◽  
School Type ◽  
School Students ◽  
Public And Private ◽  
Active Time ◽  
Public School Students ◽  
Indian Adolescents

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India ( n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in ≥60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students ( p value for interaction <.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

TECHNOLOGICAL HARASSMENT IN THE WORKPLACE: A RESEARCH ON DIGITAL MOBBING

2021 ◽  
Vol 6 (12) ◽  
pp. 117-132
Author(s):  
Gökçe CEREV ◽  
Ayşegül GÜRSUL
Keyword(s):  
Qualitative Research ◽  
Private Schools ◽  
Private School ◽  
Rapid Development ◽  
Electronic Devices ◽  
Structured Interview ◽  
School Teachers ◽  
Space Factor ◽  
Labour Relations ◽  
Technological Developments

The rapid development of technology has deeply affected labour relationships. With the increasing technological developments, traditional mobbing, which is an important problem in labour relations, has started to leave its place to digital mobbing practices today. The biggest difference of digital mobbing from traditional mobbing is that the electronic devices used, eliminate the time and space factor. In this study, the effects of digital mobbing practices applied to employees in workplaces were examined through the example of private school teachers. The reason for choosing private school teachers is that the education sector is the sector where mobbing is encountered intensely. Teachers working in private schools in Elazig province constituted the population of the study. Semi-structured interview form, one of the qualitative research methods, was used in the study. Interview forms were evaluated with content analysis. As a result of the study, it was determined that digital mobbing practices occur in private schools in a multidimensional way and negatively affect labour relationships.

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