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Year 2021, Volume: 3 Issue: 1, 1 - 8, 24.06.2021

Neslihan Durmuşoğlu Saltalı

https://doi.org/10.51535/tell.855775
Cited By: 7

Abstract

References

  • Abay, A., & Demir, S. A. (2014). Intergenerational social change according to specific parameters (a comparison of family values). Journal of Academic Inquiries, 9(1), 125-151.
  • Akseer, N., Kandru, G., Keats, E. C., & Bhutta, Z. A. (2020). COVID-19 pandemic and mitigation strategies: implications for maternal and child health and nutrition. The American journal of clinical nutrition, 112(2), 251-256.
  • Akyol, A. G. A., Bilgic, A. G. P., & Ersoy, G. (2008). Physical activity, nutrition and healthy lifestyle. Ankara: Klasmat Printing.
  • Alhassan, S., Sirard, J. R., & Robinson, T. N. (2007). The effects of increasing outdoor play time on physical activity in Latino preschool children. International Journal of Pediatric Obesity, 2(3), 153-158.
  • Arlı, M., Sanlier, N., Kucukkomurler, S., & Yaman, M. (2017). Mother and child nutrition. Pegem Citation Index, 1-233.
  • Aktas Arnas, A. & Sarıbas, S. (2020). An investigation of pre-school children's and their parents' outdoor play experiences, Pegem Journal of Education and Instruction, 10(2), 373-397.
  • Bicen, C., & Erturk, E. (2020). Evaluation of the effects of wearing masks among healthcare professionals during covid-19 pandemic. Electronic Turkish Studies, 15(6), 205-218.
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395, 912-920.
  • Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 104699.
  • Can, E. & Kilic, S. (2019). Preschool education: Basic problems and solution suggestions. National Education Journal, 48(1), 483-519.
  • Caner, Z. G., Unal, M., Apaydın, Z., Dag, A., Okur, S., Kara, E. et al. (2020). Covid-19 disease and the importance of home exercises. Journal of Medical Sciences,1(3):25-33.
  • Chanchlani, N., Buchanan, F., & Gill, P. J. (2020). Addressing the indirect effects of COVID-19 on the health of children and young people. CMAJ, 192(32), E921-E927.
  • Cikrikci, O. (2020). Cognitive, affective and behavioral changes in children according to parents: COVID-19 pandemic. In: B Gencdogan (Ed.), Child and adolescent psychology during pandemic period. (First edition). (pp. 42-53). Ankara: Turkey Clinics.
  • Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4(5), 346-347.
  • Epstein, D., Korytny, A., Isenberg, Y., Marcusohn, E., Zukermann, R., Bishop, B., ... & Miller, A. (2020). Return to training in the COVID‐19 era: The physiological effects of face masks during exercise. Scandinavian Journal of Medicine & Science in Sports, 1-6.
  • Ghosh, R., Dubey, M.J., Chatterjee, S., & Dubey, S. (2020). Impact of COVID-19 on children: Special focus on psychosocial aspect. Minerva Pediatrics, 72(3), 226-35.
  • Gulay, H. (2009). Peer relationships in the preschool period. Balıkesir University Journal of Social Sciences Institute, 12(22), 82-93.
  • Hughes, F. P. (2010). Children, play and development. USA: SAGE Publications.
  • Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International Journal of Current Research (IJCR), 12(7), 12582-86.
  • Khan, S., & Huremović, D. (2019). Psychology of the pandemic. In Psychiatry of Pandemics (pp. 37-44). Springer, Cham.
  • Kuru Gonen, N. (2020). A compass to heal during the pandemic period. In: D Kurum Yapicioglu (Ed.), Let's heal during the pandemic period. pp. 19-48, Ankara: Ani publishing.
  • Lavigne, J. V., Arend, R., Rosenbaum, D., Smith, A., Weissbluth, M., Binns, H. J., & Christoffel, K. K. (1999). Sleep and behavior problems among preschoolers. Journal of Developmental & Behavioral Pediatrics, 20(3), 164-169.
  • Lundy, A., & Trawick-Smith, J. (2020). Effects of active outdoor play on preschool children’s on-task classroom behavior. Early Childhood Education Journal, 1-9.
  • Marmarosh, C. L., Forsyth, D. R., Strauss, B., & Burlingame, G. M. (2020). The psychology of the COVID-19 pandemic: A group-level perspective. Group Dynamics: Theory, Research, and Practice, 24(3), 122.
  • Mart, M., Alisinanoglu, F., & Kesicioglu, O. S. (2015). An investigation of preschool teachers use of school gardens in Turkey. Online Submission, The Journal of International Social Research, 8(38), 748-754.
  • Mart, M., & Kesicioglu, O. S. (2020). Parents’ opinion to play at home during covıd-19 pandemic. Electronic Turkish Studies, 15(4), 945-958.
  • MoNE General Directorate of Basic Education Preschool Education Program (2013). https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Murthy, C. S., Bharti, B., Malhi, P., & Khadwal, A. (2015). Sleep habits and sleep problems in healthy preschoolers. The Indian Journal of Pediatrics, 82(7), 606-611.
  • Ozer, M. (2020). Educational policy actions by the ministry of national education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129.
  • Philip, J., & Cherian, V. (2020). The psychology of human behavior during a pandemic. Indian Journal of Psychological Medicine, 42(4), 402-403.
  • Racine, N., Cooke, J. L., Eirich, R., Korczak, D. J., McArthur, B., & Madigan, S. (2020). Child and adolescent mental illness during COVID-19: A rapid review. Psychiatry Research, 113307.
  • Rodriguez-JenKins, J., & Marcenko, M. O. (2014). Parenting stress among child welfare involved families: Differences by child placement. Children and Youth Services Review, 46, 19-27.
  • Romero, E., López-Romero, L., Domínguez-Álvarez, B., Villar, P., & Gómez-Fraguela, J. A. (2020). Testing the effects of COVID-19 confinement in Spanish children: The role of parents’ distress, emotional problems and specific parenting. International Journal of Environmental Research and Public Health, 17(19), 6975.
  • Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170-184.
  • WHO (2020). Advice on using masks in the context of COVID-19. www.skb.gov.tr
  • Yalcin, S. (2020). New era covid-19 pandemic and measures to be taken in dentistry Istanbul: Quintessence Publishing.

Risk Factors of the COVID-19 Pandemic in the Development of Preschool Children and Protective Factors

Year 2021, Volume: 3 Issue: 1, 1 - 8, 24.06.2021

Neslihan Durmuşoğlu Saltalı

https://doi.org/10.51535/tell.855775
Cited By: 7

Abstract

The coronavirus epidemic that erupted in Wuhan, China, in 2019, spread rapidly and affected the entire world. The fight against the epidemic has brought about many changes in people's lives and relationships, including preschool children, who are affected by the epidemic process. Preschool is a phase in which development is rapid and environmental factors have a high impact on development that encompasses many critical development phases. In this rapid development phase, the impact of the Covid-19 pandemic process on children is revealed by the ongoing daily scientific studies, which discussed protective factors and risk factors with regard to the development of preschoolers during the pandemic process, and was conducted in the form of a compilation within the framework of data collected from the literature. The study assessed the risk factors of preschool children as risk factors for physical motor development, risk factors for social development, risk factors for emotional development, and risk factors for cognitive language development. Factors that can play a protective role in this are defined jointly for all areas of development.

Keywords

preschooler covid 19 pandemics protective factors risk factors

References

  • Abay, A., & Demir, S. A. (2014). Intergenerational social change according to specific parameters (a comparison of family values). Journal of Academic Inquiries, 9(1), 125-151.
  • Akseer, N., Kandru, G., Keats, E. C., & Bhutta, Z. A. (2020). COVID-19 pandemic and mitigation strategies: implications for maternal and child health and nutrition. The American journal of clinical nutrition, 112(2), 251-256.
  • Akyol, A. G. A., Bilgic, A. G. P., & Ersoy, G. (2008). Physical activity, nutrition and healthy lifestyle. Ankara: Klasmat Printing.
  • Alhassan, S., Sirard, J. R., & Robinson, T. N. (2007). The effects of increasing outdoor play time on physical activity in Latino preschool children. International Journal of Pediatric Obesity, 2(3), 153-158.
  • Arlı, M., Sanlier, N., Kucukkomurler, S., & Yaman, M. (2017). Mother and child nutrition. Pegem Citation Index, 1-233.
  • Aktas Arnas, A. & Sarıbas, S. (2020). An investigation of pre-school children's and their parents' outdoor play experiences, Pegem Journal of Education and Instruction, 10(2), 373-397.
  • Bicen, C., & Erturk, E. (2020). Evaluation of the effects of wearing masks among healthcare professionals during covid-19 pandemic. Electronic Turkish Studies, 15(6), 205-218.
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395, 912-920.
  • Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 104699.
  • Can, E. & Kilic, S. (2019). Preschool education: Basic problems and solution suggestions. National Education Journal, 48(1), 483-519.
  • Caner, Z. G., Unal, M., Apaydın, Z., Dag, A., Okur, S., Kara, E. et al. (2020). Covid-19 disease and the importance of home exercises. Journal of Medical Sciences,1(3):25-33.
  • Chanchlani, N., Buchanan, F., & Gill, P. J. (2020). Addressing the indirect effects of COVID-19 on the health of children and young people. CMAJ, 192(32), E921-E927.
  • Cikrikci, O. (2020). Cognitive, affective and behavioral changes in children according to parents: COVID-19 pandemic. In: B Gencdogan (Ed.), Child and adolescent psychology during pandemic period. (First edition). (pp. 42-53). Ankara: Turkey Clinics.
  • Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4(5), 346-347.
  • Epstein, D., Korytny, A., Isenberg, Y., Marcusohn, E., Zukermann, R., Bishop, B., ... & Miller, A. (2020). Return to training in the COVID‐19 era: The physiological effects of face masks during exercise. Scandinavian Journal of Medicine & Science in Sports, 1-6.
  • Ghosh, R., Dubey, M.J., Chatterjee, S., & Dubey, S. (2020). Impact of COVID-19 on children: Special focus on psychosocial aspect. Minerva Pediatrics, 72(3), 226-35.
  • Gulay, H. (2009). Peer relationships in the preschool period. Balıkesir University Journal of Social Sciences Institute, 12(22), 82-93.
  • Hughes, F. P. (2010). Children, play and development. USA: SAGE Publications.
  • Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International Journal of Current Research (IJCR), 12(7), 12582-86.
  • Khan, S., & Huremović, D. (2019). Psychology of the pandemic. In Psychiatry of Pandemics (pp. 37-44). Springer, Cham.
  • Kuru Gonen, N. (2020). A compass to heal during the pandemic period. In: D Kurum Yapicioglu (Ed.), Let's heal during the pandemic period. pp. 19-48, Ankara: Ani publishing.
  • Lavigne, J. V., Arend, R., Rosenbaum, D., Smith, A., Weissbluth, M., Binns, H. J., & Christoffel, K. K. (1999). Sleep and behavior problems among preschoolers. Journal of Developmental & Behavioral Pediatrics, 20(3), 164-169.
  • Lundy, A., & Trawick-Smith, J. (2020). Effects of active outdoor play on preschool children’s on-task classroom behavior. Early Childhood Education Journal, 1-9.
  • Marmarosh, C. L., Forsyth, D. R., Strauss, B., & Burlingame, G. M. (2020). The psychology of the COVID-19 pandemic: A group-level perspective. Group Dynamics: Theory, Research, and Practice, 24(3), 122.
  • Mart, M., Alisinanoglu, F., & Kesicioglu, O. S. (2015). An investigation of preschool teachers use of school gardens in Turkey. Online Submission, The Journal of International Social Research, 8(38), 748-754.
  • Mart, M., & Kesicioglu, O. S. (2020). Parents’ opinion to play at home during covıd-19 pandemic. Electronic Turkish Studies, 15(4), 945-958.
  • MoNE General Directorate of Basic Education Preschool Education Program (2013). https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Murthy, C. S., Bharti, B., Malhi, P., & Khadwal, A. (2015). Sleep habits and sleep problems in healthy preschoolers. The Indian Journal of Pediatrics, 82(7), 606-611.
  • Ozer, M. (2020). Educational policy actions by the ministry of national education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129.
  • Philip, J., & Cherian, V. (2020). The psychology of human behavior during a pandemic. Indian Journal of Psychological Medicine, 42(4), 402-403.
  • Racine, N., Cooke, J. L., Eirich, R., Korczak, D. J., McArthur, B., & Madigan, S. (2020). Child and adolescent mental illness during COVID-19: A rapid review. Psychiatry Research, 113307.
  • Rodriguez-JenKins, J., & Marcenko, M. O. (2014). Parenting stress among child welfare involved families: Differences by child placement. Children and Youth Services Review, 46, 19-27.
  • Romero, E., López-Romero, L., Domínguez-Álvarez, B., Villar, P., & Gómez-Fraguela, J. A. (2020). Testing the effects of COVID-19 confinement in Spanish children: The role of parents’ distress, emotional problems and specific parenting. International Journal of Environmental Research and Public Health, 17(19), 6975.
  • Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170-184.
  • WHO (2020). Advice on using masks in the context of COVID-19. www.skb.gov.tr
  • Yalcin, S. (2020). New era covid-19 pandemic and measures to be taken in dentistry Istanbul: Quintessence Publishing.
There are 36 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Derleme
Authors

Neslihan Durmuşoğlu Saltalı 0000-0002-6912-7080

Publication Date June 24, 2021
Acceptance Date January 10, 2021
Published in Issue Year 2021 Volume: 3 Issue: 1

Cite

APA Durmuşoğlu Saltalı, N. (2021). Risk Factors of the COVID-19 Pandemic in the Development of Preschool Children and Protective Factors. Journal of Teacher Education and Lifelong Learning, 3(1), 1-8. https://doi.org/10.51535/tell.855775

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