The aim of this study is to investigate the use of technology in preschool education during the COVID-19 pandemic. During the COVID-19 pandemic, the whole world has experienced similar effects and reactions. In this process, measures and restrictions have been introduced not only medical, but also social, spiritual, physical, educational, economic and other areas that cause people to be affected. Closure of country borders worldwide, travel restriction, social distance and isolation at home, ventilation of enclosed areas, attention to personal hygiene, wearing of medical masks among the community, suspension of formal education in all educational institutions; transition to distance education, closure of all areas where humanitarian and social activities are carried out, working from home (online), tried to prevent the spread of the epidemic. Dec. while people over the age of 65 and under the age of 20 are prohibited from going out, it has been suggested that people at the middle age level should respect social isolation and the slogans there is life at home and life fits at home, unless they are forced to. However, various vaccines have been developed and applied by some countries in order to prevent the COVID-19 virus.The COVID-19 pandemic has also made it mandatory for children to stay at home in accordance with the restriction and precautionary measures taken. Schools have been closed after the World Health Organization's pandemic announcement. Then, considering that it is the only remedy, distance education was decided. During this period, families have observed some changes in their children. In addition to the daily life routines of the children, stagnation prevailed in the spiritual field and other areas of development. At the very beginning, the sedentary lifestyle came to the fore. During the process, children who have been away from the movement have been exposed to various problems due to the fact that formal education is also online. In particular, children in preschool who have poor self-care and daily life skills and are physically and psychologically greatly affected by the pandemic process received distance education for a while and then face-to-face education in accordance with the main measures. Preschool teachers, who have never experienced this process and have never encountered unexpected results, have experienced great problems in distance education because children's attention span is short, just like classroom teachers. Key Words: Coronavirus, Pandemic, Preschool Education, Technology
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