Abstract:

With the implementation of emergency remote teaching due to the pandemic restrictions, educators had to cope with the uncertainty, the instability, the distancing and isolation. This was particularly challenging for preschool educators considering the low rates of integration of ICTs in Greece (Varnava-Skoura et al., 2022), and the learning goals of preschool education which involve the holistic development of children through their interaction with their environment (Dafermou et al., 2007). Relevant studies, particularly in the field of preschool education are so far limited. Preschool education was largely disadvantaged in remote education settings compared to other levels of education (Tzilou & Papadimitriou, 2021; Varnava-Skoura et al., 2022).

Our study aims to explore the implementation of remote teaching in preschool education. We examine the tools used and the practices of preschool educators. We adopted a participatory approach and gave the opportunity to the teachers to express their perspective and discuss their challenges, as well as any positive elements that emerged. Qualitative and quantitative data were collected through a survey including 31 open and closed questions (N=122). The qualitative data were coded into categories and quantified. Data were statistically analysed. The results suggest that most preschool teachers carried out synchronous and asynchronous distance education utilizing various means that aimed primarily at sustaining the communication with the children and the families. Strategies for overcoming the access to technology barrier (e.g. limited computer or internet access) were further identified, such as alternative offline learning activities. The educators in our sample discussed the challenges, such as the design of appropriate activities and material, which seemed to be more crucial than the technical problems, and the support they needed, the mediation of the families, as well as the positive outcomes or implications, such as the communication among children, the collaboration with the families, and the experimentation with new digital tools.

This study aims to bring light to both positive and negative aspects of the remote emergency teaching conditions in preschool education in Greece. Our objective is to identify possible ways of improvement, as well as discuss the future implications for preschool education in the post-covid era.

References:
[1] Dafermou, Ch., Koulouri, P., & Βasagianni, Ε. (2007). Kindergarten Teacher's Guide: Educational Designs, Creative Learning Environments. Greek Ministry of Education and Religious Affairs. http://www.pi-schools.gr/preschool_education/odigos/nipi.pdf
[2] Varnava-Skoura, G., Gialamas, V., Rangoussi, M., Sfyroera, M. (2022). Covid-19 Pandemic Distance learning in the Greek public schools. Inderdepartmental Master’s Program Information and Communication Technologies for Education, NKUA. http://www.icte.ecd.uoa.gr/images/announcements/covid19_report.pdf
[3] Tzilou, G. Th., Papadimitriou, S. (2021). Distance education in the Kindergarten: A case study of the use of the Webexand e-Class learning environments during the pandemic of Covid-19 Open Education -The Journal for Open and Distance Education and Educational TechnologyVolume 17 (2), 6-22. https://ejournals.epublishing.ekt.gr/index.php/openjournal/article/view/25412/22043 (in Greek)

Keywords:

Covid-19, preschool, distance education, teacher experiences.