Examination of Early Childhood Teachers’ Techniques to Recognize and Assess the Child Before and During the Distance Education
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DOI:
https://doi.org/10.14689/enad.40.1969Keywords:
early childhood, teachers, distance education, recognizing, assessmentAbstract
Aim of this study was to identify the recognition and assessment techniques used by early childhood educators both before and after the pandemic using a fundamental qualitative research approach. 17 preschool teachers participated in the study using a semi-structured interview form. The study's conclusions are arranged according to several themes. The methods preschool teachers employ to recognize and assess the child during in-person instruction is the first of these themes. Teachers utilize a variety of techniques to recognize and assess children during in-person instruction, including observation, developmental observation forms, developmental reports, warm-up games, drawing, working with families, anecdotes, sociometry, and portfolio work. The sudden switch to online instruction-assessment techniques in remote learning has resulted in unanticipated challenges and unexpected situations for the preschool teachers as they attempt to implement the teaching process. In such unanticipated circumstances, it is important to look at how early childhood educators recognize and assess children.
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