Özet:

The purpose of this phenomenological study was to explore the experiences of early childhood educators’ responses to the implementation of remote instruction during the coronavirus pandemic. The study sought to understand the participants’ challenges in planning and implementing remote instruction for young children with exceptionalities while also exploring participants’ assessment of processes and family engagement. The central question guiding the inquiry was, “what were the experiences of early childhood educators implementing remote instruction with young children?” Participants were enrolled in a solution-focused learning course in a special education graduate program in spring 2020; all were in-service educators. Fifteen students who submitted remote instruction plans for pupils in early childhood were invited to participate in the study. Nine provided consent. Four data sources are used to inform the study: remote instructional plans, participant reflections, focus group transcripts, and individual interview transcripts. Themes were developed by comparing data from all four data sources. Four participants provided validation of the results serving as member checkers. The following two composites of experiences were developed: 1) Challenges and Concerns, and 2) Insights and Benefits. The implications of the results are discussed with emphasis on future educational practices.

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