چكيده لاتين
The current study was conducted with the aim of investigating the damages of electronic education in preschool during the Corona pandemic. The research is applied in terms of purpose and was done with a qualitative method. All managers and teachers of preschool in Isfahan were selected as the statistical population in the academic year 1400-1401. The selection of the sample was done purposefully; also with network sampling, and after conducting 13 interviews, the findings reached saturation. The data collection instrument was semi-structured interview. In order to determine the validity of research instrument, content validity has been used and an effort has been made to make the interview questions representative of the content that is intended to be investigated. In this regard, the interview questions were given to experts and after review and approval by the supervisor, they were used for the interview. Also, in order to determine the reliability, first the interviews were written in detail by the researcher and the audio file of the interviewees was referred to again. In addition, after extracting the codes and categorizing the content of the interviews by the researcher, the specified codes were given to several knowledgeable people, including the supervisor, and their opinions were applied. Thematic analysis method was used to analyze the data. The analysis of the interviews led to the extraction of the damages of electronic education in the preschool in different dimensions. The damages of e-learning in the executive dimension were identified in the form of categories such as weakness in educational infrastructure, challenges and problems of families, and challenges and problems of educators. Regarding the social dimension, two main categories were identified under the title of weakness in acquiring social skills and in establishing social interaction and communication. In the educational dimension, damages in educational processes, teaching methods and teaching-learning activities, evaluation and non-fulfillment of educational goals were identified. Regarding the educational dimension of damages in the dimensions of religious education, physical education and moral education, and in the psychological dimension of damages, they were identified in two main categories: externalizing and internalizing behavioral problems. Finally, based on the opinions of the interviewees, the researcher identified and examined categories such as eye injuries, negative effects on brain function, obesity and overweight, and damage to the spine. Examining the findings of the research showed that electronic education for preschool children due to the special characteristics of this age group is not only an efficient and appropriate educational method, but also causes damages in different aspects of their development.
