DINAMIKA ILMU - Vol. 22 No. 1 - Analysis of Preschool Curricula Amid Covid-19 Pandemic and Post-Pandemic Period

Oct 15, 2026

Uploaded by hdkawk

The study examines how the Covid-19 pandemic affected the implementation of preschool curricula from teachers’ perspectives. Using a qualitative design, it involved 31 preschool teachers selected through purposeful sampling. Interview forms provided the data, which were analyzed via content analysis and frequency-based coding to derive categories and themes. Findings include a view that technology addiction may stem from unconscious misuse, while post-pandemic issues may surface related to psychological and personality factors, self-care skills, and behavioral problems.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

A. Introduction

Curriculum and Preschool Education

Covid-19 Impact on Schooling

Distance Education and Curriculum Transformation

DINAMIKA ILMU Vol. 22 No. 1, 2022 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://doi.org/10.21093/di.v22i1.4302](http://doi.org/10.21093/di.v22i1.4302) Analysis of Preschool Curricula Amid Covid-19 Pandemic and Post-Pandemic Period Fatih Selim Erdamar Şırnak University, Turkey [e-mail: fatiherdamar@hotmail.com](e-mail: fatiherdamar@hotmail.com) Burhan Akpinar Fırat University, Turkey e-mail: bakpinar@fı[rat.edu.tr](rat.edu.tr) Abstract The purpose of this study was to examine the effects of the Covid-19 Pandemic on the implementation of the preschool curriculum from the perspective of teachers. The study, which was designed on a qualitative basis, was carried out with 31 preschool teachers determined with the purposeful sampling method. The data were collected via the interview form applied to the teachers who constituted the aforementioned study group. For the analysis of the data, content analysis was applied. For the analyses, the teachers’ views were gathered under certain headings and coded. In the coding made by using the frequency technique, which is the complement of the qualitative data, the coding technique was used in accordance with the concepts obtained from the data. By combining these codes, certain themes were created. Next, the themes were described and interpreted with tables for easy understanding and explanation in line with the purpose of the study, and conclusions were drawn accordingly. On the other hand, it was thought that in the study, the technological addiction in question might be caused by the unconscious and misuse of these technologies rather than by the educational technologies used extensively during the pandemic process. The teachers constituting the study group predicted that human dimensions such as psychological and personality dimensions, self-care skills, and behavioral problems would come to the fore in relation to the pre-school curriculum in the postpandemic period. Keywords: covid-19 pandemic, preschool curriculum, preschool education, teachers’views A. Introduction Regardless of age and level, formal education in schools is always conducted within the framework of a certain curriculum. This also applies to pre-school education, which is a planned and systematic formal education institution (Koçyiğit, 2007) since the objectives in preschool education can only be achieved with well-organized curricula (Sıddık, 2019; Bertrand, 2012; Morrison, 2012) . However, the curriculum, which is a written learning plan (Şıvgın, 2005), is not sufficient alone for the holistic development of the child (Aslan et al., 2016) or for his/her preparation for the society in which s/he will live (Şıvgın, 2005) . The achievement of the objectives of the curriculum is closely related to the implementation of the curriculum as much as to the curriculum itself because the transformation of the theoretical predictions in the program into the behaviors of the individual is possible with the teaching process, which is the implementation phase of the curriculum. Implementation of the curriculum is related to the three main elements of formal education: students, teacher, and the interaction with the curriculum. The intersection point of this interaction, which is called the teaching process, is the classrooms under the roof of the school. At least that's how it has been understood for many years. As this understanding continued for many years, face-to-face interaction with the context of time and place was seen as the nature of preschool education up until humanity confronted the Covid-19 Pandemic. The Covid-19 Pandemic has dealt a deep blow to the known meanings of face-to-face education and to the context of time and place in education. The Covid-19 Pandemic, whose effects of were seen in Turkey at the beginning of 2020, emerged in China in December 2019. Covid-19, which turned into a global epidemic (pandemic) in a short time, was defined as a new type of corona-virus by the

FAQs

What is the main purpose of the study?

To examine the effects of the Covid-19 pandemic on preschool curriculum implementation from teachers’ perspectives.

How were participants and data collected?

Thirty-one preschool teachers were selected using purposeful sampling, and data were collected through an interview form.

What analytical approach was used?

Content analysis was applied, using frequency-based coding to organize teachers’ views into categories and themes.

Oct 15, 2026

Uploaded by hdkawk