The opinions of teachers and parents on distance primary literacy teaching

In this study, it is aimed to determine the opinions of the first-grade teachers and the parents of the students studying in the first grade on the first literacy teaching with distance education in the light of the experiences gained in the educational activities carried out with distance learning period due to the Covid-19 pandemic. This study was carried out with the phenomenology design, which is one of the qualitative research patterns. The study group of research consist of 17 classroom teachers working in the city center of Amasya and 10 parents of students, who were contacted through the easily accessible sampling method. Opinions were received from the people in the study group on a voluntary basis. The data were collected from the teachers and parents in the study group using semi-structured interview forms developed by the researcher. The content analysis method was preferred when analyzing the data obtained within the scope of the study. While analyzing the data, the MAXQDA 2020 qualitative analysis program was preferred. In the analysis of teachers' and parents' opinions, similar items in the statements were grouped, and themes were created to be appropriate for the group. Then, the researcher and an expert created codes by making analysis on the written data. Some of the opinions of the participants were quoted and comments were made. In this way, the findings were supported by citations. There are 20 themes that emerged in the research findings; the importance of first literacy, preparation for first literacy, materials that the teachers prepared, materials used in the lesson, drawing attention to the lesson, monitoring student development, participation in distance education, problems in distance education, solutions to problems, functionality of distance education, success in distance education, the effect of distance education on students, teacher-parent communication, the device via which students join distance education, whether the students did their homework (or not), the difficulties experienced by the students according to their parents, the parents' satisfaction with distance education, parent-teacher communication, parent support and situations that are difficult for parents. According to the study findings, it is concluded that teachers do not have the necessary knowledge and experience in distance education, distance education system's being so new, the students and the educational process and to be involved in the age group of small electronic devices for the conduct of training activities of the new remote for this reason, each student may not have these devices, or problems such as lack of internet access. Due to the fact that the students at the educational level who are the subjects of the research are young in age, they needed parental support to solve the problems they faced during or after the course during distance education. For this reason, parents also play a very active role in the distance education process. It is thought that this study will contribute to the identification of problems in distance education, improving future distance education processes, organizing the distance education process in such a way that will facilitate the learning of students in younger age groups. İt will also contribute to the literature and teachers who will be involved in distance education process.