We’ve all traveled, we’ve all learnt: virtual field trips in early childhood education

Abstract

Field trips, which are a fundamental element of early childhood education, are activities that provide rich learning experiences for children. However, while planning these activities, factors such as security, permission processes, costs, and the attitudes of families bother early childhood teachers. In addition, it becomes impossible to conduct field trips during periods when mobility is restricted, such as the pandemic. Virtual field trips are considered a solution to eliminate these obstacles that limit traditional field trips. However, there is a significant gap in the literature regarding the implementation of virtual field trips in early childhood education. Based on these two points, this study aims to examine the experiences of kindergarten children and their parents regarding virtual field trips. The study, which was designed as an interpretive qualitative study, included 7 children attending kindergarten within the body of a primary school and their parents. Within the scope of the research, 5 virtual field trips were organized to different destinations, and the experiences of children and their parents were examined. As a result of this analysis, the outcomes of virtual field trips for children and families, factors that increase their effectiveness, and advantages and disadvantages of virtual field trips were revealed.