Abstract:

The aim of this research is to create suggestions that will help restructuring pre-school education that was affected during the pandemic period. To do this, the 7-stage meta-etnographic method of Noblit and Hare, the decision-making processes of parents on their children's health, the decisions taken by MEB for pre-school education in Turkey, the world's COVID-19 viruses in pre-school education reflections and the example of Reggio Emilia kindergartens in Italy have been synthesized. According to the meta-etnographic method, the interpretations of different data sources (quality and quantitative research, grey literature and professional expertise) are both comparative and cumulative synthesized, connections are established and hypotheses/orientations are created. These recommendations are as follows: a work team should be established for the construction of COVID-19 for pre-school in 1-Turkey. Returns to school should start slowly and from the most urgent. When returning to school, the rules such as cleaning, social distance, the prevention of the formation of drops should be followed. 4 should be reduced. Children should be relieved with the appropriate methods and techniques for their age. Support for children at risk. 7 Anti-viral and anti-bacterial fabric clothing and training materials should be produced. 8 The needs of the children are to be satisfied. Parents/educators should be taught in education about crisis management. Parents and children should not feel alone. Projects should be produced for pre-school children remaining at home. Alternative ways should be found for children who do not have access to online education. To ensure the effectiveness of remote education, the self-regulation and superior cognitive skills of children should be taken into account. 14 Interactive work in distance learning should be prepared. It should not be forgotten that the children learn with the game.

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