Cano-Hila, Ana BelénArgemí-Baldich, Rafel2021-04-222021-04-222021-03-252071-1050https://hdl.handle.net/2445/176626The 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.application/pdfengcc-by (c) Cano-Hila, Ana Belén et al., 2021http://creativecommons.org/licenses/by/3.0/esCOVID-19Estratègies d'aprenentatgeSistemes virtuals (Informàtica)Aprenentatge electrònicDesenvolupament sostenibleCOVID-19Learning strategiesVirtual computer systemsWeb-based instructionSustainable developmentinfo:eu-repo/semantics/article7115602021-04-22info:eu-repo/semantics/openAccess