ICODL

Distance education and resilience of preschoolers during the pandemic

PDF (ελληνικά)
Published: Jan 22, 2022
DOI: https://doi.org/10.12681/icodl.3420
Keywords:
distance education kindergarten resilience pandemic web.2 tools
Vasiliki Katsarou
Abstract

This paper refers to the distance education in kindergarten. Specifically, it describes how to organize and implement synchronous and asynchronous distance education, through the use of virtual classroom which is provided by the Cisco webex platform, the e-classroom e-class, e-me and the school blog. Online tools and ways of using these tools for the production of products such as interactive worksheets, "quizzes", "puzzles", e-books are suggested, which can support the kindergarten teacher in his / her educational work, making their teaching more attractive and interactive. At the same time all these products can be utilized by students in their free time. Subsequently we present the implemented distance learning program of our kindergarten and indicative activities that can be done in distance education.

 

Article Details
  • Section
  • Editorial
Authors retain copyright under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the proceedings.
References
Παιδαγωγικό Ινστιτούτο (2003). Διαθεματικό Ενιαίο Πλαίσιο Προγραμμάτων Σπουδών (ΔΕΠΠΣ) και αναλυτικά Προγράμματα Σπουδών (ΑΠΣ) Υποχρεωτικής Εκπαίδευσης. ΦΕΚ 303Β/13-03-2003, ΦΕΚ 304Β/13-03-2003.
Ινστιτούτο Τεχνολογίας Υπολογιστών και Εκδόσεων (2018). Επιμορφωτικό Υλικό. Πράξη «Επιμόρφωση εκπαιδευτικών για την αξιοποίηση και εφαρμογή των ψηφιακών τεχνολογιών στη διδακτική πράξη.»
CASEL-SEL-Framework-11.2020. Retrieved from https://casel.org/wp-content/uploads/2020/12/CASEL-SEL-Framework-11.2020 pdf.
Frydenberg, Ε., Cornell, Ch., Dobee, P., Kaufman D. & Kiernan, N. (2015). COPE-R: Program for Preschoolers Teaching Empathy and Pro-Social Skills Through the Early Years Coping Cards. Retrieved from https://elc.unimelb.edu.au/__data/assets/pdf_file/0003/2245980/COPE-R-Program.pdf
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present and promise. Journal of Family Theory and Review, 10(1), 12–31. https:doi.org/10.1111/jftr.12255.
Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem Resilience for Children and Youth in Disaster: Reflections in the Context of COVID-19. Adversity and Resilience Science, 1(2), 95–106. https://doi.org/10.1007/s42844-020-00010-w
Οδηγός πνευματικής ιδιοκτησίας για δασκάλους. Retrieved from https://www.copyrightschool.gr/images/daskaloi.pdf. Ιστοσελίδα: www.opi.gr
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Tol, W. A., Ivan Komproe, M. H., Susanty, D., Mark D Jordans, Mp. J., Robert Macy, M. D., & V M De Jong, J. T. (n.d.). School-Based Mental Health Intervention for Children Affected by Political Violence in Indonesia A Cluster Randomized Trial. Retrieved from https://jamanetwork.com/
Yi-Hsuan Wu, M., Ancrum Alexander, M., Frydenberg, E., & Deans, J. (2020). Early childhood social-emotional learning based on the Cope-Resilience program: Impact of teacher experience. Issues in Educational Research (Vol. 30, Issue 2)
Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. In Journal of Pediatrics (Vol. 223, pp. 188–193). Mosby Inc. https://doi.org/10.1016/j.jpeds.2020.05.020