The Effect of Online Education on Children's Social Skills during the COVID-19 Pandemic

Autor/in	Günindi, Yunus
Titel	The Effect of Online Education on Children's Social Skills during the COVID-19 Pandemic
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 5, S.657-665 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Günindi, Yunus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Adjustment (to Environment); Personality Traits; Preschool Children; Interpersonal Competence; In Person Learning; Electronic Learning; Distance Education; COVID-19; Pandemics; Socioeconomic Background + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Distance study; Distance learning; Fernunterricht; Sozioökonomische Lage
Abstract	This study aimed to determine whether there is any conspicuous difference in the social adaptation skills of five-year-old preschool children who did not attend any social skills intervention program besides the ongoing curriculum but continued their education process in different environments (face-to-face/online) because of the pandemic. Included in the study were 296 children enrolled in independent kindergartens, who were within the five-year-old age group and were from similar socioeconomic families. Among them, 159 attended face-to-face and 137 attended online classes. At the beginning of their formal education, the Social Adaptation Skills Scale (SASS) was administered to the children in both groups as a pre-test. At the end of the trimester, the SASS was repeated as a posttest. A significant difference was found between the face-to-face education group and the online education group, in favor of the former, in terms of the social adaptation sub-factor of the SASS. Furthermore, the social incompatibility sub-factor scores of the face-to-face education group were significantly lower than those of the children in the online education group. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01