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DC Field | Value | Language |
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dc.contributor.author | Cano-Hila, Ana Belén | - |
dc.contributor.author | Argemí-Baldich, Rafel | - |
dc.date.accessioned | 2021-04-22T10:28:09Z | - |
dc.date.available | 2021-04-22T10:28:09Z | - |
dc.date.issued | 2021-03-25 | - |
dc.identifier.issn | 2071-1050 | - |
dc.identifier.uri | http://hdl.handle.net/2445/176626 | - |
dc.description.abstract | The COVID-19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality. During the spring lockdown, particularly in Spain, schools were closed for six months and a process of virtualization of teaching was total; that context generated important educational challenges. This paper presents and analyses forms of digital reciprocity and solidarity among pre-primary education children, families, and teachers, by presenting a case study of the parents' WhatsApp class groups and a collaborative YouTube channel. The procedure developed was netnography and the data analysis followed the model of grounded theory. Both digital spaces created by parents have become a network of mutual support. It has had multiple positive impacts: (i) providing and receiving social support; (ii) generating dynamics of reciprocity and empowerment; and (iii) activating values that generate a sense of community (feeling of belonging, trust, etc.). The case study shows how virtual networks increase the subjective well-being of participants in a difficult context and also invites reflection about the key role of cultural capital of the parents as a key element in the conditions of educability of children, especially in e-learning of pre-primary education. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | MDPI | - |
dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.3390/su13073654 | - |
dc.relation.ispartof | Sustainability, 2021, vol. 13, num. 7, p. 3654 | - |
dc.relation.uri | https://doi.org/10.3390/su13073654 | - |
dc.rights | cc-by (c) Cano-Hila, Ana Belén et al., 2021 | - |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es | - |
dc.source | Articles publicats en revistes (Sociologia) | - |
dc.subject.classification | COVID-19 | - |
dc.subject.classification | Estratègies d'aprenentatge | - |
dc.subject.classification | Sistemes virtuals (Informàtica) | - |
dc.subject.classification | Aprenentatge electrònic | - |
dc.subject.classification | Desenvolupament sostenible | - |
dc.subject.other | COVID-19 | - |
dc.subject.other | Learning strategies | - |
dc.subject.other | Virtual computer systems | - |
dc.subject.other | Web-based instruction | - |
dc.subject.other | Sustainable development | - |
dc.title | Early childhood and lockdown: The challenge of building a virtual mutual support network between children, families and school for sustainable education and increasing their well-being | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 711560 | - |
dc.date.updated | 2021-04-22T10:28:09Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
Appears in Collections: | Articles publicats en revistes (Sociologia) |
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File | Description | Size | Format | |
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711560.pdf | 518.26 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License