sustainability
Article
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
Ana Belén Cano-Hila 1, *






Citation: Cano-Hila, A.B.;
Argemí-Baldich, R. 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.
Sustainability 2021, 13, 3654.
https://doi.org/10.3390/su13073654
Academic Editor: José
Antonio Marín-Marín
Received: 5 February 2021
Accepted: 22 March 2021
Published: 25 March 2021
Publisher’s Note: MDPI stays neutral
with regard to jurisdictional claims in
published maps and institutional affil-
iations.
Copyright: © 2021 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
Sustainability 2021, 13, 3654. https://doi.org/10.3390/su13073654
and Rafel Argemí-Baldich 2
1 Department of Sociology, Faculty of Economics and Business, University of Barcelona,
Avinguda Diagonal 690, 08034 Barcelona, Spain
2 Department of Methods of Research and Diagnosis in Education, Faculty of Education,
University of Barcelona, Passeig de la Vall d’Hebron 171, 08035 Barcelona, Spain; rargemba7@alumnes.ub.edu
* Correspondence: anabelencano@ub.edu
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.
Keywords: early childhood; lockdown; e-learning; mutual support; reciprocity; solidarity; educa-
tional community; well-being; sustainable education
1. Introduction
Before 11 March 2020, when the World Health Organization announced the COVID-19
pandemic [1], the world was already facing a learning crisis and was quite far from meeting
the UN’s Sustainable Development 2030 goals that comprise all nations within the aim of
ensuring that “all girls and boys complete primary and secondary education, which should
be free, equitable, and of good quality” [2]. This situation also comprises the achievement
of another of the main challenges we face as a society, which is to reduce poverty and social
inequality as they significantly hinder the construction of a model of society that is fair,
democratic, inclusive, and sustainable.
The arrival of the coronavirus in our lives has evidenced and intensified the weak-
nesses of our system in its multiple dimensions: economic, political, social, family, and
educational. Particularly, in the educational context, this pandemic represents a threat to
the advancement of education worldwide, impacting essentially on two issues: First, the
global closure of schools at all levels where more than 1.5 billion pupils in 197 countries
had to switch to home schooling [3,4]; and, second, the economic recession generated by
the control measures of the pandemic. On the one hand, school closures lead to learning
https://www.mdpi.com/journal/sustainability
Sustainability 2021, 13, 3654 2 of 15

losses, increased early school leaving and school failure, and greater inequality [5–7]; on the
other hand, the economic crisis intensifies the social vulnerability due to reduced labor
activity, unemployment, lack of social benefits, and so on. Agencies such as the UN, OECD,
and the World Bank [8] predict that these two impacts will, together, have a long-term cost
on human capital and well-being. It is feared that the impact of COVID-19 in education
could waste great human potential and reverse decades of progress. Against this backdrop,
the UN Secretary-General said “As the world faces unsustainable levels of inequality, we
need education—the great equalizer—more than ever. We must take bold steps now to
build quality, inclusive and resilient education systems fit for the future” [9].
In Spain, schools are recommended to close on 12 March 2020 [10], lasting for six
months. This total closure begins and coincides with the harsh containment measures for
the general population, which began on 14 March with the publication of Royal Decree
463/2020 [11], and especially for children [5–10]. Since, at that time, children were believed
to be important transmitters of the virus [12–14], much pressure was exerted to prevent
their presence in public spaces. In fact, they spent 45 days totally confined, unable to go
outside, until, with the publication of Order SND/370/2020 of 25 April 2020 [15], when
the relief measures were approved, they were allowed to go out for one hour a day, with
an adult and within a radius of one kilometer from home, although, access to playgrounds
was still forbidden. It was not until the start of the 2020–2021 school year that early
childhood education, primary education, and compulsory secondary education returned
to the classroom, while post-compulsory education and higher education remained in
blended or virtual education, depending on the evolution of the health situation.
Since the beginning of the pandemic, states have been committed to protecting edu-
cation, closing educational centers and opting for distance learning in its multiple forms:
digital platforms, radio and television programs, pre-recorded videos, etc. [4,16], with
virtualized education being the majority in upper-middle income countries [17], as is the
case in Spain, where each center has been left free to choose the mode of virtualization
(synchronous and asynchronous), the timing (full-time, part-time, etc.), and the type of
platform to be used [18]. However, the work of Thorell et al. [3] shows that in Europe, in the
spring of 2020, schools had serious difficulties in adapting to online learning, that teaching
was of low quality, that little support was provided by schools, and that homeschooling
had negative effects on both children and adults.
The various published studies mostly point to the fact that the process of virtualization
of education, which had begun slowly earlier, has accelerated during the pandemic [19,20].
This abrupt process has some light and many shadows. Among the potentialities of this
virtualization, the multiple opportunities offered by virtual platforms to maintain contact
between peers [21] stand out, which helps to maintain or increase subjective well-being
among students in the face of isolation at home, as well as to allow for further development
of school tasks. On the other hand, a number of limitations have been pointed out: at
first, an important digital divide between students was revealed, which in most cases was
attempted to be solved by providing computer equipment and internet connectivity [22,23],
however, it became evident that the availability of technical means did not ensure distance
education [17,24], and families, apart from teleworking [25] and managing their children at
home, became key players in the implementation of virtualization of education, either by
supporting, guiding, or accompanying their children throughout the process [3,18,25–29]. The
fundamental importance of family involvement in their children’s education highlights and
increases educational inequalities among students [3,16,17,26,30–32], including parents’ lack of
technical expertise [16,26,30,32], lack of training to understand the activities [17,24,26,27,31],
or time spent with their children [18,25,32–34], and in the case of Spain, between 10 and 14%
of students did not connect to e-learning [31]. In short, having an e-resourceful family, with a
higher level of education, with one of the parents trained to help with homework, substantially
improves the chances of successfully pursuing online education [27,31].
Much of the published literature on the impact of the pandemic on education focuses
on the stages of compulsory education, post-compulsory education, and, most especially,
Sustainability 2021, 13, 3654 3 of 15

higher education. In only 60% of countries was distance education developed for the early
childhood education stage [17], although 69% of students were unable to participate for
various reasons [17], and in the case of the USA, nearly 40% of children did not participate
regularly in virtualized education [35]. At this educational stage, and given the difficulty
of virtualization of education due to the fact that contact, experimentation, and interaction
between peers is fundamental [25,32,34], the family again becomes indispensable in order
to develop the educational process [17,24,25,29,32,34], either by helping children to con-
centrate [25,29,33] or by accompanying them in activities [24,29,34], which again translates
into an increase in educational inequalities [36]. Likewise, the virtualization of teaching in
young children has led to a burnout caused by the excessive use of virtual synchronous
forms of communication [37], known as Zoom fatigue [38].
In short, the scientific evidence published to date has focused especially on the lim-
itations of the forced virtualization of teaching, particularly in the stages of compulsory
education and higher education, with only residual work on early childhood education.
Furthermore, there has been little exploration of the discourses of children and their families
on home schooling in order to understand how they have experienced this extraordinary
situation. Likewise, no attention has been paid to the responses and adjustments made
by the educational community, fundamentally the students and families, to maintain ed-
ucation at home in the impasse of time when schools did not offer an institutionalized
response, at a time when the home became the center of work, the gymnasium, the place of
leisure, and practically the only space in which to develop daily life.
Considering these gaps, the main objectives of this article are threefold: on the one
hand, to analyze the narratives of children and their families about home education in
order to understand what emotions, activities, and situations they have experienced in
the context of the total confinement of spring 2020. On the other hand, to study how
pupils in the first year of the second cycle of infant education, as well as their families,
have organized themselves to develop creative and innovative responses in order to carry
out education at home, at a time when school had not yet been formally organized and
had to be made compatible with teleworking and confined family leisure time. Finally,
to identify and explore the impact and effects of these communication and interaction
networks created by pupils and families, especially in terms of subjective well-being and
social support. In order to develop these objectives, this article presents and analyzes a
case study: a first-year class in the second cycle of preschool, called Cargols, in a state-
subsidized school in Barcelona. This case study is based on two documentary sources:
a WhatsApp parent group of the class (named Cargols, in English snails) and a private
collaborative YouTube channel Cargol Treu Banyes (Snail takes out your antenna). This
name corresponds to the name of a traditional Catalan children’s song. In our case, it is the
metaphor of the children shut up at home, just as the snail is shut up in its shell, and the
antennae of the snail that connects them with their classmates.) These sources were created
by a group of mothers and fathers on the same day that schools were closing in Spain.
In a spontaneous and self-organized way, they decided to dynamize the class WhatsApp
group, as well as to create a private and collaborative YouTube channel Cargol Treu Banyes,
with the main aim of breaking the social isolation of their children and also of the families
during the quarantine, thus improving their mental and emotional health. Subsequently,
these networks also become a channel of communication and collaboration with the school
and the tutor.
The article is organized according to the following structure: firstly, it presents the
main effects of the total confinement experienced in Spain during spring 2020 on young
children, as well as the difficulties it represented for infant education. Secondly, the
methodological considerations are presented. Thirdly, the main results achieved are shown
and explained. Next, we move on to the discussion, and finally, the conclusions are
presented to summarize the most relevant contributions of this article.
Sustainability 2021, 13, 3654 4 of 15

2. Early Childhood and Confinement

2.1. Isolation and Demotivation: Consequences for Young Children of the Spring 2020 Confinement
and Total Closure of Schools
According to different studies [39,40], children accepted and assumed the measure
of confinement as necessary, appealing to the fact that it was an individual and collective
protection strategy. A very repeated positioning by children has been to “be nervous,
overwhelmed and scared by the possibility of infecting their grandparents” [39] (p. 13).
Despite this responsible acceptance of the measure, as confinement became longer,
especially for children, many voices of pediatric and psychological professionals, as well
as various works [5,10,40,41], pointed out the important impact that confinement has on
mental health and child development. They explained that despite the lack of scientific
evidence on how confinement can affect them [10], because it is an unusual situation, there
are known factors that can increase the risk of stress, anxiety, and frustration. It was also
pointed out how home confinement was affecting all the key areas of early childhood
neurodevelopment (up to age 7): from movement, to social relationships, to play and
learning.
Various studies [42,43] argue that confinement can lead to problems related to in-
somnia, irritability, and exhaustion, among other mental health problems. Particularly in
early childhood, some signs of these disorders have resulted in nervous tics, very intense
tantrums, nightmares, and loss of sphincter control. Significant associations have also been
identified between confinement and negative emotions such as fear, sadness, nervousness,
or even feelings of guilt.
86% of health professionals say that confinement has had a negative impact on chil-
dren’s health [10], 85.7% of parents say that children have experienced changes in their
emotional and behavioral state [44]; and a large number say that children have spent more
time in front of screens, have slept more, and have been less physically active [5,39,43].
In short, subjective well-being, understood as people’s overall assessment of their
lives and emotional experiences [45,46], as well as the quality of life of the child population,
has been severely damaged by spring lockdown.

2.2. Effects of COVID-19 on Children’s Education: “Checkmate” to the Main Lever for Mitigating
Social Inequalities and Enhancing Equity
Early childhood education is considered as a key stage in laying of the foundations
for the personality and development of the adults of tomorrow. It is also fundamental as
it improves the well-being of children, encourages physical and emotional development,
promotes gender equality, and has a great impact on equity and the reduction of inequality
and child poverty [47]. Therefore, child education fulfils two main purposes: to lay the
foundations for the development of reflective, critical, active, and competent citizens, as
well as to facilitate family reconciliation with work, which in turn directly impacts on issues
of gender inequality and inequality in employment.
Containment measures in response to the COVID-19 crisis disrupted conventional ed-
ucation with the nationwide closure of schools. In response, the early childhood education
sector gave priority to the personal and family well-being of pupils and the accompa-
niment of families [48], attempted to adjust the meaning of education, characterized by
experimentation, attachment, and physical contact, to the new reality [29,34] by starting
important initiatives to maintain continuity of learning during this period based on propos-
als, suggestions, and recommendations for non-assessable weekly voluntary activities. [48].
However, early childhood education students have had difficulties in following the activ-
ities proposed by schools [48], either because of their limited digital skills, due to their
young age, or because of the digital divide [16,27], generating processes of demotivation,
loss of routines and schedules [17,29,49], and possible school drop-out [50]. This situation
also leads to a reduction in their capacity for autonomy and self-regulation in children’s
learning [24,26,29,51], and the intensification of pupils’ dependence on family resources,
both material (electronic devices) and immaterial, relating to the cultural and educational
Sustainability 2021, 13, 3654 5 of 15

capital of families and their willingness to dedicate time to accompany and guide them in
distance education via the internet. On the other hand, teachers show a significant feeling
of being “overwhelmed”, due to the intensification of communication with families [50],
the increase in workload [52], or the constant changes in measures adopted by the ad-
ministration [50], in addition to the fact that they have to deal with a growing number
of problems [51], including the lack of training for teachers to adapt to new pedagogical
concepts and ways of teaching [27,29].
In short, infant education has been one of the stages most affected by the closure
of the classroom-based modality, because distance education, which also presents many
limitations at the other levels, has proved to be particularly ineffective in responding to
the needs of families and children of these ages [3]; despite the efforts that have been
made [27], there have also been complaints from families who felt that not enough work
has been done during this period [50]. Social learning [53–56] developed through social
interaction, such as socialization, coexistence, and learning among equals, understood as
key teaching–learning processes for the development of empathy, mutual trust, reciprocity,
and solidarity, are objectives that are difficult to achieve without experiential and physical
interaction among teachers and classmates.
Considering this panorama, various works [27,43] raised up two main reflections,
which are translated as the challenges in educational policy in the short and medium term:
on the one hand, the inequality of the school effect on learning, and how its virtualization
in a context of the digital divide gives too much importance to the cultural and economic
capital of the family in the teaching–learning processes, thus questioning the equalizing
and equitable role of education, and in particular of infant education. On the other hand,
the relevance of the school as an institution that watches over and cares for the integrity of
children [48], in the face of some critical voices regarding the gap it represents within the
society, the irrelevance of teachers, and the virtues of self-learning processes.

3. Materials and Methods

3.1. Method
To respond to the objectives proposed in this article, a qualitative text analysis was
carried out [57] (p. 341) which inductively examined how a group of parents from an
early childhood education class created the WhatsApp and the private and collaborative
YouTube channel “Cargol Treu Banyes”, and in particular, the impacts of that experience
on early childhood education students, families, and schools in terms of mutual support
and social interaction at a time of total confinement.
The need to address the gap in the literature described above, and consistent with
our aims, meant that grounded theory was the chosen methodological choice. Grounded
theory is defined as the discovery of theory from systematically obtained data in social
research, in which the researcher is fully immersed in the information to be analyzed [58,59].
This method of research is identified as preferable for addressing and understanding the
ever-changing reality of psychosocial processes and giving voice to invisible groups [60],
such as early childhood in this case.
The use of grounded theory as a methodology can help to reveal some insights into the
views of children and their families on how they have experienced quarantine and school
closure, what responses they have articulated to the need to continue home schooling,
preserve their subjective well-being, and support themselves in a context of social isolation.

3.2. Participants
Participants were 25 pupils, aged 3 and 4, who were in the first year of preschool
education during the 2019–2020 academic year, and their families, from a subsidized school
in the Bonanova neighborhood (Sarrià-Sant Gervasi district) in Barcelona. Non-probability
sampling was chosen for accessibility and convenience. Of the 25 families, 22 mothers
and 15 fathers took part in these virtual networks and channels. Out of a total of 2447
interventions or messages registered between 13 March and 21 June 2020, 88.47% were
Sustainability 2021, 13, 3654 6 of 15

made by women and 11.53% by men, and 530 videos were made by children, recorded
between 13 March and 21 June 2020.
The participants are the students of the pre-primary education and their parents. Most
of the members of the parents’ group are middle and upper-middle class, have higher
education (university or advanced vocational training), and in all households at least one
member has university education. The jobs they mostly perform are in the fields of health,
audiovisual, education, or accounting.

3.3. Techniques and Procedures for Collecting Information

Considering the situation of confinement and state of alarm that we were experiencing,
the procedure used to develop the research was essentially netnography [61]. This is a
“specific set of ethnographic practices, data analysis, ethics and related representation,
carried out using the social and cultural data that people freely share through the inter-
net” [61] (p. 1). In netnography, the techniques of traditional ethnography are adapted to
the study of communities that have emerged through online formats [58], and their bases
lie in the value of understanding what happens within the online format itself, from a
cultural perspective [61–63].
Consistent with this procedure and with the social and health circumstances we were
experiencing, the online channels used were the WhatsApp group of the “Snail” class and
the YouTube channel “Cargol Treu Banyes”.
Following the grounded theory model, based on a coding process divided into three
moments [58,59], the data analysis, developed with the qualitative analysis software NVivo
12, was organized according to the following phases:
• In a first phase, the conversations in the WhatsApp group were divided and coded
into concepts, being from a total of 2447 interventions, as well as the 530 videos
uploaded to the YouTube channel, according to a descriptive taxonomy, the result of
a first reading of the data. The codings were inductive and focused on identifying
the elements, people, relationships, practices, actions, and emotions present in the
messages and videos.
• In a second phase, the descriptive codings were regrouped into interpretative cate-
gories, based on the re-reading, revision, and constant comparison of the data.
• In the third phase, the categories were integrated to reduce the number of concepts
and thus delimit the theory. The categories and the data were reviewed and subjected
to constant comparative analysis until the maximum level of saturation of the data
was reached. In this way, the categories constructed explain and make sense of the
data and their relationships, and explain the patterns or objects of study.
From the analysis, four central categories were detected and constructed: (1) rela-
tionships between children and their class group; (2) relationships between families; (3)
relationships between children, families, and school; and (4) impacts of these virtual rela-
tionships on each of the participating actors, which articulate the presentation of the results
and their subsequent discussion.

4. Results
4.1. Relations between Children and their Class Group: Autonomy and Empowerment Versus
Isolation and Demotivation
Analysis of the content of the interventions and participation of the children and their
families in both the WhatsApp group and YouTube channel showed how the children
provide support to each other on a semi-autonomous basis. The parents record and share
their videos, audio, or photographs, but on many occasions, children are the protagonists
of their own messages, without the intermediation or reinterpretation of adults.
Both channels are presented as a way of breaking the social isolation that comes within
being confined at the home, both in relation to the peer group and to the group’s teacher.
 Analysis
Analysis
families in bothofofthe
thethecontent
content
WhatsAppof
ofthetheinterventions
interventions
group and YouTube and
andparticipation
participation
channel showed of
ofthe
thechildren
children
how the and
and their
their
children
families
families
providein in both
both the
support the WhatsApp
WhatsApp
to each other on group
group and YouTube
and YouTube channel
a semi-autonomous channel
basis. The showed
showed
parents how
how the
record children
the and
children share
provide
provide support
support
their videos, to
toeach
audio, each other
otheron
or photographs, onaasemi-autonomous
semi-autonomous
but on many occasions, basis.
basis.The The parents
parents
children record
arerecord and
andshare
the protagonists share
their
their videos,
videos,
of their ownaudio,
audio,
messages, or
orphotographs,
without thebut
photographs, but on
onmanymanyoccasions,
intermediation occasions, children
childrenare
or reinterpretation areofthe
the protagonists
protagonists
adults.
Sustainability 2021, 13, 3654 of their
of their own messages,
ownchannels
Both messages, without
arewithout
presented the intermediation
the intermediation
as a way of breaking or reinterpretation
or reinterpretation of
the social isolation adults.
of adults.that 7comes of 15
Both
withinBoth channels
channels
being confined are
are presented
presented
at the home, as aa way
as both way in ofof breaking
breaking
relation to the the
the social
social
peer groupisolation
and tothat
isolation the comes
that comes
group's
within
within
teacher. being
being confined at the home, both in relation to the peer group and to thegroup's
confined at the home, both in relation to the peer group and to the group's
teacher.
teacher.Themain maindimensions
dimensionsononwhich whichsuch suchsupport
supportimpacts impacts are
The are asas follows:(i)(i)activation
follows: activationofof
the The
The main
main
motivation dimensions
dimensions
for activitieson
on which
which
and such
such
learning, support
support
(ii) impacts
feelingimpactsof are
are
belongingas
as follows:
follows:
to the (i)
(i) activation
classactivation
groupand of
of
and
the motivation for activities and learning, (ii) feeling of belonging to the class group
the
the
themotivation
motivation
school, (iii)for
for activities
activities
positive and
and
reinforcement,learning,
learning, and(ii)
(ii) feeling
feeling
(iv) of
emotionalof belonging
belonging
support. to
to the
the class
class group
group and
and
the school, (iii) positive reinforcement, and (iv) emotional support.
the
theschool,
school,(iii)(iii)positive
positivereinforcement,
reinforcement,and and(iv) (iv)emotional
emotionalsupport. support.
4.1.1.Activating
4.1.1. ActivatingMotivation Motivationfor forActivities
Activitiesand andLearning
Learning
4.1.1. Activating
4.1.1.AtActivating Motivation
Motivation for
for Activities
Activities and
and Learning
Learning
Atfirst,
first,whenwhen thethe school
school diddid not not yet
yet formally formally articulate
articulate distance distance
learning, learning, the stu-
the students
At
established
dents first,
Atestablished when
first,a when
dynamic the
athe school
school
of
dynamic did
ofdid
“challenges”, not
not yet
"challenges",yet formally
formally
motivating
motivating articulate
articulate
themselves distance
themselvesdistance to learning,
to carry learning,
carry outout a the
athe
specificstu-
stu-
specific
dents
dents
activity,established
established
activity, toto record
record a dynamic
athemselves,
dynamic of
themselves, of
toto"challenges",
"challenges",
share
share it it
among
amongmotivating
motivating
thethe group,
group,themselves
themselves
andand totonameto
name carry
to carry
thethe out
next
next a specific
outchallenge
achallenge
specific
activity,
ororperson
activity,
person to record
towho
whoshould
record themselves,
share
sharetheir
themselves,
should to
toshare
their task.
sharetask. ititThis
among
among
This the
thegroup,
participativegroup,and andto
dynamic,
dynamic, toname
name and
and the
the next
the
the challenge
observation
next challengeof
observation
or
of person
the
orthe
person
outputswho
outputs whoof should
ofshould
these share
these share their
challenges, task.
their task. This
activated
activated participative
children
children and
This participative dynamic,
encouraged
anddynamic,
encouraged and
andtheirthe observation
participation.
the observation
their participation. of
of
the
Thus,
the outputs
Thus, for
outputs of
instance, these a challenges,
girl
of these achallenges,
for instance, showed
girl showed activated
her
activated
her classmateschildren
classmateschildrenhow how and to
and to encouraged
make
encouraged the their
challenge
make the challenge participation.
of
their participation.Santa’s
of Santa's
Thus,
beardfor
beard
Thus, with
for
withinstance,
flour,
instance,
flour, and aa girl
and named
girl showedanother
showed
named another her classmates
herclassmate
classmates
classmate totohow
make
how
make tothe
to make
make
the the
challengethe challenge
challenge “Hello of
"Hellosnails,
challenge of Santa's
after
Santa's
snails, after
beard
beard
days...with
withhereflour,
flour,is and named
and named
Santa's another classmate
another classmate to
challenge... toI make
makethe
pass the challenge
the challenge "Hello "Hello
to... snails, after
snails,child]"
[name after
days . . .here
days... here is Santa’s challenge...challenge . . . I pass the the challenge toto...
. . . [name child]”
days... here isis Santa's
(AL4_09/04/20_12:18:18);
(AL4_09/04/20_12:18:18); Santa's challenge...
andthen
and thenthe thenamed Iclassmate
namedclassmate I pass
pass the challenge
challenge
accepts
accepts andmakes
and to... [name
makes [name child]"
child]"
thechallenge
the challenge
(AL4_09/04/20_12:18:18);
(AL4_09/04/20_12:18:18);
"Goodfamilies,
families,we wehave and
and
havealso then
then
alsoaccepted the
the
acceptedthe named
named classmate
classmate
thechallenge
challengeyou accepts
accepts
youproposed! and
and
proposed!Have makes
makes
Havea agoodthe
the challenge
challenge
goodholiday
holiday
“Good
"Good families, we have
"Good
and take families,
care of we havealso
yourselves alsoaccepted
accepted the
thechallenge
challengeyou
" (AL2_09/04/20_21:38:12). youproposed!
proposed!Have Haveaagood goodholiday
holiday
and ” (AL2_09/04/20_21:38:12).
andtake
take
Alongcare
caretheofofyourselves
yourselves
same lines, another""student (AL2_09/04/20_21:38:12).
(AL2_09/04/20_21:38:12).
uploaded a video to the YouTube channel mo-
Along the
Along thesame samelines, lines,another
another student
student uploaded
uploaded a video
aavideo to to the YouTube channel
Along
tivating histhe same lines,
classmates another
about the student
use of the uploaded
mask and video tothe
proposing theYouTube
that theychannel
YouTube channel
show them- mo-
mo-
motivating
tivating his his classmates
classmates about
about the the use use of ofthethemaskmaskand andproposing
proposingthat thattheytheyshow show them-them-
tivating
selves with his classmates
it: "I wear my aboutmask theas use if Iofwerethe mask
a doctor, anditproposing
has pictures that ontheyit and show
I gothem-on the
selves with
selves with it: "I “Iwear
wearmy mymask
mask as ifif II were were aa doctor,
doctor, it has pictures on it and I go on the
selves
metro,with what it:about
"I wear you? my maskas as ifDo I were
you want a doctor, to wear it hasit?”pictures on it and I go on the
(AL6_28/05/20_17:26:12); and
metro,
metro,
metro,
another what
what
what about
about
about you?
proposed you?
you?
that they hang Do Do Do youyou want
you want
a photo want
on the to wear
to
to wear wear
WhatsApp it?” (AL6_28/05/20_17:26:12);
it?” channel: "Snails! A funand
(AL6_28/05/20_17:26:12);
it?” (AL6_28/05/20_17:26:12); and
pro-
another
and
another
posal... proposed
another lookproposed
proposed forthat
that they
that hang
they
a photo they
hang ahang
aphoto
of children photo on
onthe
a photo
and the tryWhatsApp
on the
WhatsApp
to makeWhatsAppchannel: "Snails!
it thechannel:
channel: AAwas
fun
"Snails!It“Snails!
same! funpro- A
pro-
fun!”
posal...
fun
posal... look
proposal for
. . . a
look photo
for a of
photo children
of and
children try
look for a photo of children and try to make it the same! It was fun!”
(AL12_10/04/20_13:44:16). and to
try make
to make it the
it the same!
same! It Itwas
was fun!”
fun!”
(AL12_10/04/20_13:44:16).
(AL12_10/04/20_13:44:16).
(AL12_10/04/20_13:44:16).
4.1.2. Sense of Belonging to the Class Group and the School
4.1.2. Sense
4.1.2. Sense of of Belonging
Belonging to to the
the Class
Class Group
Group and and the the School
School
4.1.2. Sense"I'm happyof Belonging to beto the Class Group
a snail, the best and class
the School in the world... "
"I'm
"I'm happy happy to
(AL7_10/04/20_12:06:31),
“I’m happy to be
to be
be aaor snail,
a snail,
snail,
"I lovethe the
thebest
you best
snails, class
bestclassclassin
and inthethe
in
that's the
why
world world...
world...
I made. . . a drawing of you, "”" I
(AL7_10/04/20_12:06:31),
(AL7_10/04/20_12:06:31),
miss you a lot” (AL20_14/04/20_16:09:
(AL7_10/04/20_12:06:31), or
oror"I"Ilove
love
“I loveyou
youyousnails,
snails, and
and
05),snails,
are somethat's
that's
and of why II made
whyrecurrent
the
that’s why made aacomments
I made drawing
drawing of
a drawingofinyou,
you,ofII
many
miss
miss
of the
you, you
Iyou a lot”
ayou
speeches
miss (AL20_14/04/20_16:09:
lot”a(AL20_14/04/20_16:09:
made by children that 05),
lot” (AL20_14/04/20_16:09: 05), are
emphasize some
are05),
some are of
theof the
link
some recurrent
thewith
recurrent
of thethe comments
comments
school,
recurrent the in many
in many
class
comments group
in
of
many the
ofandthethespeeches
speeches
of the made
madeby
speeches
classmates, bychildren
made
even children that
by children
though that emphasize
it wasemphasize
that the
emphasize
a group the link
formedlinkthewith
linkthe
with
only the school,
6withschool,
months the
theclass
the school,
before thegroup
class group
class
begin-
and
group
and
ning the
the ofclassmates,
and thethe
classmates,
pandemic; even
classmates, though
even though
evensomething
though ititwas
wasait agroup
interestingwas
group toformed
a group
formed
take into only
formed
only 66only
account,months
months before
6 months the
beforebefore
considering the
the begin-
theof
begin-
age
ning
beginning
ning of the
the students. pandemic;
of theofpandemic;
the pandemic; something
something
something interesting
interesting
interesting to take into
to take
to take account,
intointo account,
account, considering
considering
considering the
thetheage
age of
age of
the
of
thethestudents.
students.
students.
It also enhanced the bond, ties, and trust between students. An example of this is
AL5's It
ItIt also
also
also enhanced
enhanced
enhanced
proposal: the
the
"I propose bond,
the bond,
bond, ties,
ties,
a game and
and
ties,thatandwe trust
trust
trust
havebetween
between
between students.
made students.
students.
with mummy, An
An example
An example
example
you have of
of
oftothis
this
this
knowisis
is
AL5's
AL5’s
AL5's
which proposal:
proposal:
of you is “I
proposal: "I
"I propose
propose
talking" a game that
a game that we have
(AL5_23/03/20_17:15:56), we have
have mademade
made
as well with
with
with mummy,
mummy,
mummy,
as AL9's you
commentyou have
you have
have
"What to
to know
toknow
know
snails...
which
which
which of
of
of you
you
you is
is
istalking"
talking”
talking"
you are so cool" (AL9_09/04/20_11:37:57).(AL5_23/03/20_17:15:56),
(AL5_23/03/20_17:15:56),
(AL5_23/03/20_17:15:56), asas
as well
well
well asas
as AL9's
AL9’s
AL9's comment
comment
comment "What
“What
"What snails...
snails
snails...
you
.you are
. . youareso socool"
are so cool”
cool" (AL9_09/04/20_11:37:57).
(AL9_09/04/20_11:37:57).
(AL9_09/04/20_11:37:57).
4.1.3. Positive Reinforcement
4.1.3. Positive
4.1.3.Positive
Positive Reinforcement
Reinforcement
The group, both pupils and families, are responsible for providing constant positive
The
The group,both
group, bothpupils
pupilsand and families,
families, are responsible
areand
responsible for
forproviding
providing constant
constant positive
positive
reinforcement with regard to the activities tasks carried out by the children, giving
reinforcement
reinforcement
reinforcement with
with
withboth regard
regard to the activities
to the activities and tasks carried out by the children, giving
them confidence individually and as and tasksIn
a group. carried out by
this sense, thethe children,
three storiesgiving
are an
them
them confidence
confidence both
both individually
bothindividually
individuallyand and as
asasaagroup. In
In this
Inthis sense,
thissense, the
the
thethree
three stories an
them
example confidence
of positive reinforcement: and"Well, group.
that volcano sense,
is spectacular! It's aare
stories are an
perfect
example
example
example
metaphor of
of positive
positive
of for
positive reinforcement:
reinforcement: "Well,
“Well, that
that volcano
volcano
reinforcement: "Well, that" (AL3_09/04/20_9:33:57);
these moments volcano is
is spectacular!
spectacular!
is spectacular! It's
It’s a
a perfect
perfect
It's a drawing
or "Your perfect
metaphor
metaphor
is impressive,for
for these
these moments
moments
[child's name]! Good job! ""(AL3_09/04/20_9:33:57);
The (AL3_09/04/20_9:33:57);
teacher will be very or
or "Your
"Your
happy drawing
drawing
to see it”
metaphor
is impressive, for these
[child's momentsname]! Good job! The ” (AL3_09/04/20_9:33:57);
teacher will be very or “Your
happy to seedraw-
it”
is impressive, [child's name]! Good job! The
ing is impressive, [child’s name]! Good job! The teacher will be very happy to see it” teacher will be very happy to see it”
(AL18_09/04/20_11:21:24); and finally, “My goodness, how many things you, snails, dads,
mums, brothers and sisters do! ” (F21_09/04/20_19:14:51).
It is remarkable how this positive reinforcement—especially among peers—activates
motivation and increases participation and performance in both school and leisure activities.
This is evidenced by messages such as the following: “You have made some very beautiful
cats! We still haven’t had time to finish it, let’s see if we can do it these days and show it to
you!” (AL13_10/03/20_10:34:10).
 (AL18_09/04/20_11:21:24); and finally, "My goodness, how many things you, snails, dads,
mums,
mums, brothers
mums, brothers and
brothers and sisters
and sisters do!
sisters do!
do! ””” (F21_09/04/20_19:14:51).
(F21_09/04/20_19:14:51).
(F21_09/04/20_19:14:51).
It
It is
It is remarkable
is remarkable
remarkable how how this
how this positive
this positive reinforcement—especially
reinforcement—especiallyamong
positive reinforcement—especially amongpeers—activates
among peers—activates
peers—activates
motivation
motivation and
motivation and increases
and increases participation
increases participation and
participation and performance
and performance in
performance in both
in both school
both school and
school and leisure
and leisure activ-
leisure activ-
activ-
ities.
ities. This
ities. This is
This is evidenced
is evidenced by
evidenced by messages
by messages such
messages such as
such as the
as the following:
the following: "You
following: "You have
"You have made
have made some
made some very
some very
very
Sustainability 2021, 13, 3654 beautiful
beautiful
beautiful cats! cats! we
cats! we still
we still haven't
still haven't had
haven't had time
had time to
time to finish
to finish it,
finish it, let's
it, let's see
let's see if we
see ifif we can
we can do
can do it these
do itit these days of
days
these days8 and
and
and15
show
show it
show itit to
to you!”
to you!” (AL13_10/03/20_10:34:10).
you!” (AL13_10/03/20_10:34:10).
(AL13_10/03/20_10:34:10).

4.1.4.
4.1.4. Emotional
4.1.4. Emotional Support
Emotional Support
Support
4.1.4. Emotional Support
Social
Social support
support teaches
Social support teaches us
teaches us that
us that we
that we are
we are part
are part of
part of aaaa society,
of society, of
society, of aaaa group
of group where
group where people
where people help
people help
help
Social support teaches us that we are part of society, of group where people help
and
and
and care
care
care about
about
about us,
us,
us, and
and
and that
that
that all
all
all of
of
of this
this
thisfacilitates
facilitates
facilitates our
our
our well-being.
well-being.
well-being. Within
Within
Within social
social
social support
support
support there
there
there
and care about us, and that all of this facilitates our well-being. Within social support there
is
is emotional
is emotional support,
emotional support, which
support, which is
which is based
is based on
based on showing
on showing affection,
showing affection, empathy,
affection, empathy, active
empathy, active listening,
active listening, and
listening, and
and
is emotional support, which is based on showing affection, empathy, active listening, and
acceptance,
acceptance,
acceptance, among
acceptance, among
among other
among other
other actions.
otheractions.
actions.This
actions. This
This is
Thisis how
isishow
howboth
how both testimonies
bothtestimonies
both testimonies
testimonies express
express
express
express it.
it. For
For
it.it.
ForForinstance,
instance,
instance,
instance, in
in
in
relation
relation
relation
in relationto
to the
to the loneliness
thethe
to loneliness
loneliness
loneliness of
of confinement
confinement
of of
confinement
confinement and
and
and and the
the
thethe strength
strength
strength
strength that
that
thatthatcomes
comes
comes
comes from
from
from from being
being
being
being able
able
able to
to
ableto
communicate
communicate
communicate
to communicate with
with
withwitheach
each
eacheach other,
other,
other,
other, messages
messages
messages
messages such
such
such such as:
as: "These
as: "These
"These
as: “Thesesnails
snails
snails are
are the
are
snails are cane!
the
the cane!
cane!
the cane! We
We will
We We also
will
will also
also
will
miss
miss
miss you.
you.
you. Shared
Shared
Shared feelings
feelings
feelings occupy
occupy
occupy us
us
us all
all
all the
the
the time,
time,
time, but
but
but
also miss you. Shared feelings occupy us all the time, but they also give us a lot of energy” they
they
they also
also
also give
give
give us
us
us aa
a lot
lot
lot of
of
of energy”
energy”
energy”
(F4_09/04/20_12:13:12);
(F4_09/04/20_12:13:12); and,
(F4_09/04/20_12:13:12);
(F4_09/04/20_12:13:12); and,
and,and,in ininrelation
in relationto
relation
relation to
totothe
theimportance
the
the importanceof
importance
importance ofwatching
of
of watching videos
watching videos in
videos in the
in the face
the face
face
of
of social
of social isolation,
social isolation,
isolation, an an example
an example
examplemight might
might
mightbe: be:
be: "I
"I
be: “I miss
"I miss
miss you you
you veryvery much,
very much, snails
much, snails and
snails and I love
and II love watching
love watching
watching
your
your videos"
your videos" (AL19_09/04/20_13:31:42).
videos"
videos” (AL19_09/04/20_13:31:42).
(AL19_09/04/20_13:31:42).
(AL19_09/04/20_13:31:42).
Emotional
Emotional support
Emotional support is
support is considered
is considered one
considered one of
one of the
of the main
the main sources
main sources of
sources of well-being,
of well-being, especially
well-being, especially in
especially in
in
times
times of
times of difficulty
of difficulty or
difficulty or crisis.
or crisis. At
crisis. At these
At these times,
these times, it
times, itit is
is important
is important to
important to remember
to remember that
remember that we
that we are
we not
are not
are not
alone,
alone, and
alone, that
that
and that
and physical
physical
thatphysical distance
distance
physicaldistance
distancedoes does
does
doesnotnot
not imply
imply
notimplyimply emotional
emotional
emotional
emotional distance
distance
distance
distance oror
or
or
lacklack
lack
lackof ofof affection.
of affection.
affection.
affection. In
In
In this
In this
this this line,
line,
line,
line, some
somesome
some participants
participants
participants
participants commented,
commented,
commented,
commented, in
inin regard
regard
regardtoto
inregard to the
the
tothe importance
importance
theimportance
importancefor for
for
forherher
her child
child
herchild
childto to
to get
to get
get
birthday
birthday greeting
birthday greeting drawings
greeting drawings made
drawings made by
made by their
by their classmates,
their classmates, in
classmates, in both
in both forms
both forms by
forms by sent
by sent photographs
sent photographs
photographs
through
through the
through the WhatsApp
the WhatsApp or
WhatsApp or by
or by explanatory
by explanatory videos
explanatory videos on
videos on the
on the YouTube
the YouTube
YouTubechannel:
YouTube channel:
channel:“Thank
channel: "Thank
"Thank you
"Thank you
you
families!
families! You
families! You are
You are fantastic!
are fantastic! She
fantastic! Shehas
She
She has been
has
has been very
been very happy
very happy with
happy with your
with your videos
your videos and
videos and drawings!”
and drawings!”
drawings!”
(F19_12/04/20_17:11:35);
(F19_12/04/20_17:11:35); and
(F19_12/04/20_17:11:35);
(F19_12/04/20_17:11:35); and"When
and
and “Whenhe
"When
"When hehesees
he seesthe
sees
sees thethesnails!
the snails!His
snails!
snails! Hiseyes
His
His eyesshine.
eyes
eyes shine. Thank
shine. Thank you
Thank you all
you all for
all for
for
this
this company
this company
company " (F11_17/03/20_20:33:38).
"”" (F11_17/03/20_20:33:38).
(F11_17/03/20_20:33:38).
this company (F11_17/03/20_20:33:38).
4.2.
4.2. Relationships
Relationships
4.2. Relationships between
between
Relationshipsbetween Families:
Families:
betweenFamilies: Understanding
Understanding
Families:Understanding and
and
Understandingand Exchange
Exchangetoto
Exchange
andExchange to Cope
Cope
toCope with
with
Copewith Disruption
Disruption
withDisruption
Disruption
4.2.1.
4.2.1.
4.2.1. Information
Information Support:
Support: Exchange
Exchange
Exchange of
of Educational
Educational and
and Entertainment
Entertainment Resources
Resources
Resources
When
When families
When
When families have
families
families have to
have
have to manage
to manage their
manage their children's
their children's family
children’s
children's family time,
family
family time, school
time,
time, school time,
school
school time, and
time, and leisure
and leisure
leisure
time,
time,
time, there
there
time, there
there is isis a aclear
clear
is aa clear need
clear need need
need for for forhow
for how how
how to to occupy
to
to occupyoccupy
occupy all all that
all
all that time
that
that time possible,
time
time possible, which,
possible,
possible, which, which,
which, until until the
the pan-
untiluntil
the the
pan-
pan-
demic,
demic, has
pandemic,
demic, hashas
has been
been
been beendone
done
done doneby
byby
by other
otherother
other agents
agents
agents
agents such
such
such
such as
asasschool,
as school,extra-curricular
school,
school, extra-curricularactivities,
extra-curricular
extra-curricular activities, and
activities,
activities, and the
and
and the
the
extended
extended
extended family,
extended family,
family, among
family, among others.
among others. From
others. From
From this
From this
this need
this need
need is
need is where
is where the
where the intense
the intense exchange
intense exchange and
exchange and share
and share
share
of
of
of resources
of resources
resources such
resources such as
such as didactic
as didactic and
didactic and cultural
and cultural materials,
cultural materials,
materials, as
materials, as well
as well as
well as leisure
as leisure and
leisure and entertainment
and entertainment
entertainment
activities,
activities,
activities, arise.
arise.
activities, arise.
arise. In In
In this
this
In this sense,
sense,
this sense,
sense, for for
for instance,
instance,
for instance,
instance, one one
one mother,
mother,
one mother,
mother, who who works
who works
works in in the
in the school, pointed
the school,
school, pointed
pointed
out:
out:
out: “Yesterday
out: "Yesterday
"Yesterday with
"Yesterday with
with my
with my
my school
my school
school teacher
school teacher
teacher we
teacher we
we were
we were
were saying
were saying
saying that
saying that maybe
that maybe
that maybe it
maybe it would
it would
it would be
would be good
be good for
good for
for
us
us
us to
us to make
make aaa daytime
to make
to make daytime schedule,
daytime schedule,
schedule, x xx structure
structure it.
structure These
it. These
it. These
These are are
are ideas,
ideas, otherwise
ideas, otherwise the
otherwise the day
the day is
day is much
is much
much
longer
longer
longer "”"" (F21_13/03/20_9:09:44);
(F21_13/03/20_9:09:44);
(F21_13/03/20_9:09:44); another
(F21_13/03/20_9:09:44); anotherone
another
another onethanked
one
one thanked the
thanked
thanked the proposal:
the proposal: "Great,
proposal: "Great, thanks"
"Great,
“Great, thanks"
thanks"
thanks”
(F22_13/03/20_9:26:22).
(F22_13/03/20_9:26:22).
(F22_13/03/20_9:26:22).
(F22_13/03/20_9:26:22).
Another
Anotherexample
Another exampleis
example isthe
is thefamily
the family proposal
family proposal for
proposal for creating
for creating aaa YouTube
creating YouTube channel
YouTube
YouTube channelto
channel toencourage
to encourage
encourage
participation
participation and
participation and the
and the exchange
the exchange of
exchange of ideas
of ideas and
ideas and activities
and activities to
activities to entertain
to entertain children
entertain children while
children while families
while families
families
are
are working
are working or
working or doing
or doing household
doing household chores.
household chores.
chores.
“We
“We have
“We have thought
have thoughtthat
thought thatby
that
that bybyhaving
by havingto
having
having tostay
to
to stayso
stay
stay sosomany
so many
many
many days
days
days
days at
at
atathome
homehome
home locked
locked
lockedlocked up
up
upup we
we
wewe can
can go
cancango
go
away
go
away
awayawaychallenging
challenging
challenging
challenging ourselves
ourselves
ourselves
ourselves among
among
amongamong our
ourour
our classmates.
classmates.
classmates.
classmates. That's
That's
That'sThat’swhy
why
why we've
why
we've
we'vewe’vecreated
created
createdcreated a Gmail
a Gmail
aa Gmail
Gmail ac-
ac-
ac-
count
countand
account
count and
and andstarted
started started
started aaaYouTube
a YouTube
YouTube
YouTube channel
channelchannel
channel to
tohave
to have
have other
to have
other channels
otherother
channels
channels besides
channels
besides
besides the
theWhatsApp
besides
the the WhatsApp
WhatsApp
WhatsApp group
group
group
in
in class.
group
in class.
class.inForclass.
For
For the
theFor
the moment
momentthe moment
moment we
we have
we havewesent
have haveaaasent
sent
sent proposal.
proposal.
proposal. We
a proposal.We hope
We hope
hope you
We hopeyou like
you youit
like
like and
ititlike
and
and it that
that you
and
that you will
that
you you
will
will
participate”
will participate”
participate”
participate” (F23_13/03/20_11:51:07).
(F23_13/03/20_11:51:07).
(F23_13/03/20_11:51:07).
(F23_13/03/20_11:51:07).
In
In response,
response, someone
response, someone else
someone else added:
added: "We
added: "We will
“We
"We will do
will do itit soon
do soon (today
(today we
(today we were
we were able
were able to
able to pull
to pull
[girl's
[girl’s
[girl's name]
name]
[girl's name]
Sustainability 2021, 13, x FOR PEER REVIEW name] on onon our
on our our
our ownown
own initiative,
initiative,
own initiative, without
initiative, without without
without havinghaving
having
having to to rack
to
to rack our
rack
rack our ourbrains
our brains brains
brains too too much,
too
too much, much,
much, but but we
9 ofbut
but we
we
15
think
think
think it's
it's
it's aa
a fantastic
fantastic
fantastic idea
idea
idea that
that
that we
we
we will
will
will join!
join!
join! Thank
Thank
Thank you!
you!
you! ”””
we think it’s a fantastic idea that we will join! Thank you! ”
(F10_13/03/20_20:31:03).
(F10_13/03/20_20:31:03). Another
(F10_13/03/20_20:31:03). Another family proposed: “Another idea I can think of
of toto keep
(F10_13/03/20_20:31:03). Anotherfamily
Another familyproposed:
family proposed:“Another
proposed: “Anotheridea
“Another ideaIIIcan
idea can think
can think of
think of to
to keep
keep
keep
them entertained
them entertained for
for aa while
while we
wework
workororcook
cookisisto
toput
putthe
thevideos
videoson
onthe
theYouTube
YouTube channel
channel
in playlist
in playlist mode,
mode, and
and we we can
can ask
ask them
them to
to close
close their
their eyes
eyes and
and they
they have
have to
to recognize
recognize their
their
classmates
classmates by
by voice
voice ”” (F4_22/03/20_09:13:16);
(F4_22/03/20_09:13:16); andandsomeone
someoneelse
else added:
added:
“There is aalso
“There is also a has
girl who girla channel
who called
has confined
a channel called confined stories
stories https://www.youtube.com/
https://www.youtube.com/watch?v=DhhIhzuN1AM,
watch?v=DhhIhzuN1AM, and she offers storytelling and and songs
she offers storytelling
every day and
from 10 to 11
songs every day from 10 to 11 am ” (F21_17/03/20_9:15:58).
am ” (F21_17/03/20_9:15:58).
Other mothers and fathers, taking advantage of the educational resources, concerts,
plays, etc. that emerged during the time of strict confinement, participated in both the
WhatsApp and YouTube channels, making these resources and activities known to the
children. In consequence, for instance, someone proposed a play: "Good morning to eve-
ryone! Willy is a friend and actor, and this is his recent work as a home helper. "
(F18_18/03/20_9:51:29); "Families! tomorrow the singer Damaris Gelabert will give a free
 Sustainability 2021, 13, x FOR PEER REVIEW 9 of 15
Sustainability 2021, 13, x FOR PEER REVIEW 9 of 15
them entertained for a while we work or cook is to put the videos on the YouTube channel
them entertained for them a while
them
entertained
inchannel we
playlist work
entertained mode,
forcook
or a while
for
and a is towe
while
we put
can we
work
the
ask work
or cookon
videos
them ortocook
is the
close
to put
istheir YouTube
to
the videos
puteyes the and channel
videos
on the YouTube channel
they onhave the YouTubeto recognize channel their
ook is to put the videos on the
in playlist mode, and weYouTube
in playlist
can ask mode,them and
to we
close can
their ask eyesthem and to close
they their
have toeyes and
recognize they their have to recognize their
in playlist
classmates mode,
by and
voice we can ask them ” to close their
(F4_22/03/20_09:13:16); eyes and they and have someone to recognizeelse their
added:
close their eyes and they have to recognize their
classmates
2021, 13,by voice classmates
classmates
by voice ” voice
(F4_22/03/20_09:13:16); ” (F4_22/03/20_09:13:16);
and someone else videos and someone else added:
added:
Sustainability
4_22/03/20_09:13:16); and
3654
someone
them
“There
else
“There them
Sustainability 2021,
added: 13,isby
entertained
entertained
is xalsoFOR also for
PEER for
a
aaREVIEW
awhile
while
girl girl wewework
who who
work
” or
has
(F4_22/03/20_09:13:16);
cook
orhas cook a
isis totoput
achannel putthe
channel the called
videos
and
called on someone
the YouTube
theconfined
onconfined YouTube
else channel
added:
stories
9 of 15
stories
channel
“There is also a “There in girl whoismode, has
also awe can a channel
girl who called
has atheirchannel confined stories
called confined stories
as a channel called confined inplaylist
Sustainability
playlist
stories mode,and
https://www.youtube.com/watch?v=DhhIhzuN1AM,
https://www.youtube.com/watch?v=DhhIhzuN1AM, and we canask
2021, 13, x FOR PEER REVIEW and she offers storytelling
askthem themtotoclose close theirand eyes
eyes and and
and
she
they
she they
offers
have
offers
have toto
storytelling
recognize
storytelling
recognize their
andtheir and
https://www.youtube.com/watch?v=DhhIhzuN1AM,
https://www.youtube.com/watch?v=DhhIhzuN1AM,
classmates
songs every by day voicefrom 1011 toam 11 am ” (F4_22/03/20_09:13:16); and
” (F21_17/03/20_9:15:58). she and and offers someone storytelling else added: and
IhzuN1AM, and she offers storytelling classmates and by voice ” (F4_22/03/20_09:13:16); and someone else added:
songs every day fromsongs toevery
10songs
“There 11Other amday
every day
isismothers
from
also
10 to
fromand a10” (F21_17/03/20_9:15:58).
to girl
fathers,11 amwho taking has
advantage
” (F21_17/03/20_9:15:58).
”a (F21_17/03/20_9:15:58).
channel
of the called
educational confined
resources, stories
concerts,
” (F21_17/03/20_9:15:58). “There
Other Other mothers mothers also
andand a
fathers, girl
fathers, taking
(AL18_09/04/20_11:21:24); who
taking advantage has
advantage aofand the channel
of finally,
theconcerts,
educational
educational called
"My goodness, confined
resources,
resources, concerts,
how stories
concerts,
many things you
Other mothers andhttps://www.youtube.com/watch?v=DhhIhzuN1AM,
fathers,
plays, Other etc. taking
mothers
that advantage
emerged and fathers, of
during the educational
taking
the time advantage
of resources,
strict of the and
confinement, educational
she offers resources,
participated storytelling in concerts,
both and the
dvantage of theplays,educational resources,
plays, https://www.youtube.com/watch?v=DhhIhzuN1AM,
concerts,
plays,etc. etc.
that that
emerged emerged during
mums, during the the
brotherstime timeof
and of
strict strict
sisters confinement,
do! and she
confinement, offers storytelling
participated
participated
” (F21_09/04/20_19:14:51). in in
both boththe and
the
etc. that emergedplays, during
songs etc.the
every that daytime emerged
from of strict during confinement, the time
(AL18_09/04/20_11:21:24); participated
of strict in
confinement,
and bothand
finally, theparticipated
"My goodness,known in both
how many thethings yo
of strict confinement, participated inWhatsApp
songs
WhatsAppboth
WhatsApp andand
every
the and dayYouTube
YouTube from10
YouTube 10 toto
channels,
11 11isam
channels,
channels,
It am making
remarkable
making
making these how
these
these
””(F21_17/03/20_9:15:58).
resources
(F21_17/03/20_9:15:58).
resources
resources
this positive and and activities
activities
activities
reinforcement—especially known known to the to
to the the
WhatsApp and YouTube channels,
WhatsApp
children. Other In and making
mothers YouTube
consequence, these
and mums,
fathers,
forresources
channels, brothers
taking
instance, and
making and activities
advantage
someone theseproposed
sisters known
resources
do!
of the to and
educational
a the
play: ” activities
(F21_09/04/20_19:14:51).
"Good resources, known
morning to eve-
concerts,
to theamong pe
ng these resources and activities known to
children.
children. Other
the In
In consequence,mothers
consequence, and fathers,
forproposed for
instance,and taking
instance, advantage
someone of the
proposed educational
a play: resources,
“Good morningconcerts, to
children. In consequence, plays,for instance,
children.
ryone! etc.
WillyInthat is someone
consequence,
emerged
a friend
motivation
and forItactor,
during instance,
the asomeone
is remarkable
and play:
time
increases
someone
this "Good
ofof
is how
proposed
strict
his
participation
morning
proposed
this
recent
a play:
positive
confinement,work atoplay: and
eve- "Good
"Good
morning to
performance
reinforcement—especially
as participated
a home morning
helper.
ineve-
ininboth
both
to eve-the
school and
"among pe
meone proposed a play: "Good morning ryone! plays,
everyone!
toWillyeve-etc. is that
aWilly
friend emerged
is a
and friend
ities. during
actor, This and
and isthe actor,
this time
evidenced is and
his strict
this
recent
by confinement,
is his
work
messages recent
as a
such home participated
work
as as
helper.
the a home
following: bothhelper.
"
"You the have ma
ryone! Willy is a friend ryone! and
WhatsApp actor,Willy
(F18_18/03/20_9:51:29); and
and is athis
friend
YouTube is his and recent
motivation actor,
channels,
"Families! work and
and as
making
tomorrow this a home
is
increases his
these
the helper.
recent
participation
resources
singer work
Damaris as
and anda " home
performance
activities
Gelabert helper. known
will givein both
to the
atofree "school and
s is his recent (F18_18/03/20_9:51:29);
work as a home helper. WhatsApp
(F18_18/03/20_9:51:29); "” and YouTube
(F18_18/03/20_9:51:29); "Families!
beautiful channels,tomorrow
cats! making
we
“Families! the
still these
singer
haven't resources
tomorrow Damaris
had time the and
Gelabert
to activities
finish
singer will
it, let's
Damaris known
give see a free
if we
Gelabert thecan do it t
"Families!
(F18_18/03/20_9:51:29);
children. In tomorrow
consequence, the singer
"Families!
for Damaris
instance, tomorrow Gelabert
someone the will
singer
proposed give
Damaris a
aaplay:free Gelabert
"Good the morningwill give a free
ow the singer concert
Damaris for Gelabert will concert
give
concertchildren.
will agive freefor
for In
aallfree
all
consequence,
children!children!
concert
ities.
show forit
I'll
for
This
I'll
pass
all
is
instance,pass evidenced
you you
someonethe
to https://youtu.be/m8IUrWex0Ts"
you!”
children!
theby
link
(AL13_10/03/20_10:34:10).
I’ll pass
messages
link
proposed such
https://youtu.be/m8IUrWex0Ts"
you the link
as
https://youtu.be/m8IUrWex0Ts"
play: "Good morningtoto"You
following:
https://youtu.be/m8
eve-
eve-have ma
all children!concert
ryone! I'll
Willyfor
(F24_18/03/20_10:42:16);pass isallayou children!
friend thebeautiful
and link I'll
actor,
"Families! pass
cats!
and we we you
this still
have is the
haven't
his
seen link
recentthat had https://youtu.be/m8IUrWex0Ts"
work
the time as
Abacus toa finish
home shop it,
helper.let's
has see
opened if we itscan
"" do it t
ou the link (F24_18/03/20_10:42:16);
https://youtu.be/m8IUrWex0Ts" ryone! Willy (F24_18/03/20_10:42:16);
(F24_18/03/20_10:42:16);
IUrWex0Ts” is a friend and actor,
"Families! weand have this seen is his
“Families! that recent theopened
we work
Abacus
have as shop
seen a home
that has helper.
the opened
Abacus its
shop
"Families!
(F24_18/03/20_10:42:16);
(F18_18/03/20_9:51:29);
online shop we have
and seen
they show
"Families!that
"Families!
take it the
to you!” Abacus
we
tomorrow
orders have shop
seen
(AL13_10/03/20_10:34:10).
home... the has
that
singer
in the
Damaris
case Abacus
you its Gelabertshop
might has
will opened
give a freeits
ave seen that online
the Abacus shopshop andhas
(F18_18/03/20_9:51:29);
opened
onlinehas shop
opened its anditsall they
online "Families!
take
4.1.4.
shop and orders
Emotional
they tomorrow
takehome...
Support
orders the inhomesinger . . Damaris
caseinterested"
you might Gelabert
.https://youtu.be/m8IUrWex0Ts"
in youcase you be be
might will interested"
give a free
interested"
theyonline
concerttake shoporders
for
(F4_21/03/20_18:52:43). and home...they
children! in
take case
I'll orders
pass you might
home...
you the be
inlink case might bebeinterested"
interested”
home... in case concert
you might be(F4_21/03/20_18:52:43).
interested"
(F4_21/03/20_18:52:43). for all children! SocialI'll pass
support you teaches the us link
that https://youtu.be/m8IUrWex0Ts"
we are part of a has society, of a group wher
(F4_21/03/20_18:52:43). (F4_21/03/20_18:52:43).
(F24_18/03/20_10:42:16);
Among other topics, 4.1.4.
"Families!
it was Emotional we
interesting Support
have toseen see that
that the
there Abacus
is also ashop
mutual opened
support its
and
(F24_18/03/20_10:42:16);
Among Among other other topics, topics, it
and "Families!
was it interesting
was
care we
interesting
about us, have
to
and see to seen
thatthatall
see that
there
that of the
there
this Abacus
is facilitates
also
is a mutual
also a shop
mutual
our has
support opened
support
well-being. andWithin and its social
Among other topics, it
online was
Among interesting
shop of other and to see
topics,and that
ittakewas there
interesting is also a mutual
totosee that support
there is and
alsopart a mutual support of and
ng to see that there is also exchange
onlineand of shop and they
knowledge they Social
learning
take orders
support
orders linked home...
teaches
tohome... the in
us
use
in case
that
of
casenew we you are might
technologies
you might ofand abe society,
and
be interested"
social
interested" anet-group whe
exchange ofaknowledge
mutualexchange
support
exchange
and
exchange learning
(F4_21/03/20_18:52:43).
works. To
knowledge
ofof knowledge
linked
knowledge
highlight
and
to is
the
this and
and
learning
and
emotional
use learning
ofabout
learning
care
argument, newlinked
support, linked
technologies
linked
us,
there and
the
to
was
which to
the
that
usethe
a
of
and
use
all
message
new
is use
based
ofsocial
of new
this
technologies
of new
on net- technologies
showing
technologies
facilitates
in regard our
to
affection,
the and
social
well-being.
and
social
operation
net-social
empathy,
net-
Within
of
active
socia
ed to the use ofworks.
new technologies and
works. (F4_21/03/20_18:52:43).
social To
networks. net-highlightTo highlightthis argument,
this
acceptance, argument, there
among was
there other awas message a
actions.message in
This regard
inis regard
how to boththe to operation
the operation
testimonies ofexpress of it. F
To highlight this argument,
works.
YouTube: Among To "Hello! there
highlight
other was this
topics,
Atopics,
doubt, a
ishow message
argument,
it was
emotional in
interesting regard
there
support, was to to
see
which a the
message
that operation
there
is account
based in is
on of
regard
also
showing a to
mutual the operation
affection,support and
empathy, of active
e was a message in regard to the operation
YouTube:
YouTube: Amongof
"Hello! “Hello! other
A doubt,
A doubt,
relation ithow
howwas
can to
can
I
canaccess
the
I access
interesting
I access the
loneliness
the
to
YouTube
the
YouTube
see
YouTube
of that
confinement
account
there
account istoalso to aupload
upload
andto mutual
upload
the videos?
strength
videos?
support
videos? Sorry
that
Sorry
Sorry and
comes from
YouTube: "Hello! A doubt, YouTube:
exchangehow can of Iknowledge
"Hello! access theuntil
A doubt, YouTube
and how learningcan account
I"access
linked toother
theupload
to YouTube videos? accountSorry to upload videos? Sorry
ss the YouTube account to upload videos? we haven't
exchange
Sorry oftried thatthat
knowledge acceptance,
and now!learning among tothe
(F14_10/04/20_13:34:00);
linked the use
actions. ofofnew
usemessages This
new technologies
is how
which hadboth
technologies had and
testimonies
beenand social
replied
social net-
tonet-express
to it. F
we haven't tried thatwe haven't
we
until
we
works.
by
haven’t
now!
haven't
another To
tried tried
"
tried
highlight
family:
until
that
(F14_10/04/20_13:34:00);
that until
this
"I'm
now!
communicate
until now!
now!
argument,
relation
sharing to
" (F14_10/04/20_13:34:00);
a the "
video
”with
there
loneliness
each
(F14_10/04/20_13:34:00);
which withwas had
(F14_10/04/20_13:34:00); other,
a
you of been
message replied
confinement
on how
which
in to whichsuch
to
regard
post
which
and
as:
had
to
the
the
been "These
had
thebeen
replied
strength
videos
been snails
replied
operation
on
replied
that
Snails'
are
to
of
comes
the cane
from
4_10/04/20_13:34:00); which had been works. to
by replied
another To
family: highlight "I'm this
sharing
miss argument,
a how
you. video there
with was on
you aoccupy
message
howon to in regard
post thetime, to the
videos onoperation
Snails' of us a
by another family: "I'm byto by another
sharing
another
YouTube:
YouTube" a"Hello!
video
family: family: with
AA"I'm
doubt,
(F23_10/04/20_13:34:10).
“I’m
yousharing
communicate
sharing
on
how aShared
can aItoaccess
video video
with
Another post feelings
with with
each the
the you you
videos
YouTube
exampleother, onon how howusSnails'
toall
account
messages
would
topostthe
post
besuch to
the the thevideos
upload
as:
but
videos
"These
following
they
videos? on snails
also
onSnails'
Snails’
Sorry
message:
give
are the can
with you on how to post the videos onYouTube:
YouTube" Snails'
YouTube” "Hello!
(F23_10/04/20_13:34:10).
(F23_10/04/20_13:34:10). doubt, how
(F4_09/04/20_12:13:12); can
Another I access
Another example the and, YouTube
example would
in relation
wouldaccount
be the
to the
bethe to upload
following
theimportance
following videos?
message: Sorry
of watching
message: vide
YouTube" (F23_10/04/20_13:34:10). YouTube"
we Another
(F23_10/04/20_13:34:10). example would Another be the following
example message:
would be following message:
her example would be the following"Good wehaven't
"Good haven't
message:
“Good morning morning
morning
tried
tried
snails!
that
snails!
that
snails!
until
Here miss
of
Here
until
Here we
social
now!you.
now!we
are
we
Shared
are ""improving
improving
are
isolation,
(F14_10/04/20_13:34:00);
improving
feelings
(F14_10/04/20_13:34:00);
an the
example
the occupy
technique,
technique,
the technique,
might
usa all
be:
which
week athe
"Ia
week
which
week
miss ago
had
time,
had
you
ago
we
ago
been
butwe
been
had
we
very
replied
they
had
replied
never
had
much,
also
never
never
toto
snails
give us a
and I
"Good morning snails! "Good Here
by we arefamily:
morning improving
snails! the
Here technique,
we are improvinga before
week ago
the we had
technique, never apostweek ago we had never
oving the technique, a week ago we hadbyanother
uploaded
uploaded another
never a avideo
family: video "I'm
"I'm
to your
sharing
(F4_09/04/20_12:13:12);
to sharing
YouTube YouTube
videos"
aavideo videobefore
with
withand
(AL19_09/04/20_13:31:42).
you
and,
you and onin
on
now
how
relation
nowwe
how totowe topost thethe
edit edit
the videos
importance
videos
them them ononof Snails'
watching
Snails'
" " vid
uploaded a video uploaded to
YouTube"
uploaded YouTube avideo before
video
(F23_10/04/20_13:34:10). toand
of social YouTube now
isolation, Another we an edit
before example
example and them now be:be
would
might we "I"”the
miss edit youthem
following very much, message: "
snails and I
efore and now we edit them
(F8_19/03/20_11:32:27). (F8_19/03/20_11:32:27). " a (F23_10/04/20_13:34:10).
(F8_19/03/20_11:32:27).
YouTube" to YouTube before
Emotional
andAnother now
support
we example
is
edit them
considered wouldone be of
(F8_19/03/20_11:32:27).
the the following
main sources message: of well-being
(F8_19/03/20_11:32:27).
"Good morning snails! Here
your we
videos" are improving
(AL19_09/04/20_13:31:42). the technique, a week ago we had never
"Good morning snails!times Hereofwe are improving
difficulty orSolidarity
crisis. theAttechnique,
these times, a week it is ago important we hadtonever remember th
4.2.2. Emotional
uploaded
4.2.2. Emotional aa video Support:
Support: Empathy,
totoEmpathy,YouTube
Emotional Trust,
Trust, before
support Solidarity isandconsidered now we
one of edit
the main them sources of well-bein ""
4.2.2. Emotional Support: 4.2.2. uploaded
Emotional
Empathy, Support:
Trust, video Empathy,
alone,
Solidarity YouTube
and Trust,
that before
Solidarity
physical and
distance now
does not we imply edit them
emotional distance or lac
4.2.2. Emotional
(F8_19/03/20_11:32:27).
The dataanalyzed Support:
analyzed times Empathy,
shows ofthatthatone
difficultyTrust,
one ofSolidarity
or thecrisis. main At reasons
thesewhy why
times, itfamilies
is important are active to in
remember th
, Solidarity
The data analyzed shows TheThe that
data
(F8_19/03/20_11:32:27).
data analyzed
one of the showsInshows
main this that line,
reasons onesome of the
why
of the
main
participants
families
main reasons
are
reasons why
commented,
active in families
this
families
in regard are are activetoactive
the in this
inimportance
this for h
this
virtual virtual
Thesupport support
data analyzed network network
alone,
shows is
and
is because because
that that one it of it
physical provides
the main
provides distance them
reasons
them emotional
doeswhynot
emotional imply
families support,
support, emotional
are articulated
active indistance
this or lac
the main reasons whysupport
virtual families network
are virtual
active
4.2.2. insupport
is
through
this
Emotional
because empathy, network
it Support:
provides
trust, is Empathy,
birthdaybecause
them
solidarity, greetingitTrust,
emotional providesdrawings
reciprocity, Solidarity
support, them
and made emotional
by
articulated
the their support,
positive classmates,
reinforcement inarticulated
articulated
both of forms by sen
their
virtual
4.2.2.
through support
Emotional
empathy, network
Support:
trust, In this
is
Empathy,
solidarity, line,
because some it
Trust,
reciprocity, participants
provides
Solidarity and them commented,
emotional in regard
support, to the importance
articulated for h
provides themthrough emotional support,
empathy, trust,articulated
through empathy,
solidarity,
attitude and reciprocity,trust,
behavior solidarity,
through
in andregard the reciprocity,
the
positive
to WhatsApp
parenting and
reinforcement
during or the byathe positive
positive
explanatory
of
complex their at-
and
reinforcement
reinforcement videos
unprecedented onofthe ofYouTube
their their
at- at- channe
context.
through The empathy,
data analyzed trust, birthday
solidarity,
shows that greeting
reciprocity,
one of drawings
the mainand made
the
reasons by
positive whytheir classmates,
reinforcement
families are in
of
active both
their
in forms
at-
this by sen
ocity, and the positive
titude and reinforcement
behavior in oftitude
titude
regardtheir
and The
to
and
at-
behaviorbehavior
data
parenting
analyzed
in in families!
regard
during
regard
shows
atocomplextothat
parenting
parenting
You one are
and during during
offantastic!
the
unprecedented
main aShe
aconversation
complex complex
reasonshas and why
been
context.
and unprecedented
families
unprecedented
very happy are activecontext.
with context.
in this
your videos an
This
titude
virtual is andexpressed
supportbehavior in
network many
in through
regard testimonies,
is to
becausethe
parenting such
WhatsApp
it as
during
provides a or aby explanatory
complex
them between
and
emotional videos
unprecedentedfamilies
support, on theabout YouTube
context.
articulated their channe
g during a complex This isand unprecedented
expressed ThisThis
in many
virtual is expressed
context.
is expressed
testimonies,
support in
such
in
many many
network testimonies,
as atestimonies,
is because
(F19_12/04/20_17:11:35);
conversation such such
between aas
itasprovides a andconversation
conversation them
"When between
he between
emotional seesfamilies
the families
support,
snails! about about
articulated
His their
eyestheir shine. Tha
children:
This
through is expressed
empathy, intrust,
many families!
testimonies,
solidarity, You are
such
reciprocity, as afamilies
fantastic! She
conversation
and the about
has been their
between veryfamilies happy about with your
their videos a
h as a conversation between families children:
through
about
children: their empathy, trust, this solidarity,
company reciprocity," and the positive reinforcement of theirat-
positive
(F11_17/03/20_20:33:38).
reinforcement of their at-
children: children:
titude and (F19_12/04/20_17:11:35); and "When he sees thelittle snails! His eyes shine. Tha
-titude
- “Tomorrow andbehavior
-“Tomorrow
“Tomorrow behavior I'llso I'llin
I’ll
have
have
in regard
have regard
my
my my
baby
to
baby
babyparenting
toback, back,
back,
parenting soduring
so Iofso hope
Iduring
Ihope
hope I can
aIIacan
complex
can
complex
do
do
do some
some some and
and
of
of
the
unprecedented
of the
unprecedented
little things you've
things context.
you’ve
you've
context.
- “Tomorrow I'll have This my -is baby
“Tomorrow
done!expressed back, inI'll I
manyhope
have this my I can baby
company
testimonies, do some
back, such so the
asI hope
a little
" I things
can
conversation do you've
some
(F11_17/03/20_20:33:38). between of the little
families things about you'vetheir
so I hope I can do some of the little things
done!
Thisyou've
done! is expressed in many
done! . I know 4.2.
it
testimonies,
sounds Relationships
. I know
like .. aII such
know
know
between
big
asit
itdeal it
sounds sounds
asounds
conversation
Families:
but like
like
I miss
like
aa big a big
between
big
Understanding
it so dealdeal
deal but
but Ibut
families
and Imiss I about
Exchange
miss miss
it so
it so ittheir
much toso Cope with
children: done!
much... .” .
(F6_09/04/20_11:38:26).I know it sounds like a big deal but I miss it so
now it sounds like a big deal but I miss children:
much... it so .”
4.2.1.(F6_09/04/20_11:38:26).
Information Support: Exchange of Educational
much... --.-“Tomorrow
..
(F6_09/04/20_11:38:26).
.” much... I'll have .” (F6_09/04/20_11:38:26).
4.2. .”my Relationships
(F6_09/04/20_11:38:26).
baby back, between
so I Ihope Families:
I Ican do Understanding
some andand
ofof(F2_09/04/20_11:56:43).
the ExchangeEntertainment to Cope with Re
_11:38:26). - - “It's
“It's
“Tomorrow
“It’snotnot not
a cliché!!
a
a cliché!!
cliché!! I'll
and haveand
and so myso
much
so
much
baby
much soother!” so that
back,
that
so they
that
they
sothey hope
miss miss
miss each each
can
each other!” other!”
doother!”
some thelittlelittlethings
(F2_09/04/20_11:56:43).
(F2_09/04/20_11:56:43). thingsyou've you've
- “It's not a cliché!! and so
-done!much
“It's
-done!
“How so
notright that
a cliché!! youthey and miss
4.2.1.so
are... When each
much
Information
it's families
exhausting so
. . I Ithat
know (F2_09/04/20_11:56:43).
have
they
Support:
and itit to
miss
sounds
more manageeach
Exchange
so like
these their
other!” aa big
of
weeks... children's
(F2_09/04/20_11:56:43).
deal
Educational butbut it'sfamily
I I miss
and
so time,ititit...
Entertainment
worth so school tim
Re
at they miss each other!” (F2_09/04/20_11:56:43).
- - “How “How right right you you are...are it's .exhausting
. .”. it'sit’s exhausting andknow more
and sounds
so
more theseso like
weeks...
these big
weeks butdeal .it's
. that butworth
so
. it's
but it’s miss
so it...
worth so
- “How right you are... it's
-much...
“How
Cheer exhausting right youand more
time,
are... so
there these is
exhausting a
(F6_09/04/20_11:38:26). weeks...
clear and need butmore it's
for so
how
so worth
these to it...
occupy
weeks... all
but time
so worthpossible, it... which,
g and more so these weeks... but it's so worth Cheer it...up, up,
much... we're we're doing doing .”When our families
(F6_09/04/20_11:38:26).
our best... best... cheerhave cheer to
up,manageup,cheer cheer their
up... up...
children's family time, .” .”schoolacti tim
Cheer up, we're doing Cheer our up, best...
-(F28_09/04/20_13:13:23).
“It's not we're
aacliché!! cheer
demic,
anddoing up,
so hasour
much cheer
been sobest... up...
done
that they by miss
cheer other up, agents
each cheerother!” such .” (F2_09/04/20_11:56:43).
up... as school, extra-curricular .”.” which,
... cheer up, cheer up... it
- . .
“It's
.”. Cheer
(F28_09/04/20_13:13:23).not up,
cliché!! time,
we’re and there
doing
so much is
our aso clear
bestthat . need
. .
they cheer for
miss how
up,each to
cheer occupy
other!” up . . . all that
(F2_09/04/20_11:56:43). time possible,
(F28_09/04/20_13:13:23). (F28_09/04/20_13:13:23).
-Another extended family, among others. From weeks... this need is it's
where thethe intense excha
Another -“How right
example,
(F28_09/04/20_13:13:23).
“How example,right you
you
also
are...
also
demic,
are...
based
it's
based exhausting
it'shas
on aonbeen
exhaustingconversation
and
a conversation
done and by more
moreother
between
so these
between
soagents
these families,
families, suchemphasizes
weeks... asbut emphasizes
school,
but it'sso so worth
extra-curricular
worth
the im-
it...
im-
it... acti
Another example, also based
Another
Cheer
plementation on up,a ofconversation
example, we're
school of
also doing
activities between
resources
based ouron such
proposed afamilies,as
conversation
best... didactic
by emphasizes
cheer
the and
between
up,
school: the
cultural
cheer im-
families, materials,
up... emphasizes as well theas leisure
im- .” and
nversation between families,of emphasizes Cheer
theAnother
plementation im-proposed up,
of school example, we're extended
activities doing
also proposed
based family,
our onbest... aby amongthecheer
conversation others.
school: up, From
betweencheer this need is emphasizes
up...
families, where the intense the.” in excha
plementation school activities
plementation of school by allthe school:
activities,
activities arise.
proposed In this sense, forwant instance, doone mother, who works so the sc
d by the school:
(F28_09/04/20_13:13:23).
-(F28_09/04/20_13:13:23).
implementation
- “Super “Super artists artistsof
all school
and ofand
all! all!
resources
activities
My My
son son
such
proposed
doesn't asbydidactic
doesn't the
by
really
school:
really
the wantand
school: to doto the
cultural the
materials,
school school asactivities,
activities, well so as leisure and
- “Super artists all and all! -Another My
“Super son doesn't
artists alldone really
out:
and "Yesterday
all! want
My to
son do
with the
doesn't school
my really school activities,
teacher
want so
wethe
tofamilies,
do were saying that maybe it wou
oesn't really want to do the school activities, so far we
Another
so
example,
haven't
example, also
activities,
also based
any
based on
.”arise.
on.”aa(F19_17/05/20_11:53:36).
conversation
In this sense,
conversation between
for
between instance, families, oneschool emphasizes
mother,
emphasizes
activities,
whothe works
the
so in
im-
im- the s
so far we haven't done - so anyfar
so
plementation “Superwe
far we
haven't
.” artists
haven't
of school
done
alldone
and
(F19_17/05/20_11:53:36).
us any
to
activities all!
make
any My a(F19_17/05/20_11:53:36).
son
.”
proposed daytimedoesn’t really
schedule,
(F19_17/05/20_11:53:36).
by the school:want x to do
structure theit.schoolThese activities,
are ideas, so so
otherwise th
9_17/05/20_11:53:36). -
plementation
- “Same for “Same for
of [child's
school
[child's name] out:name]
activities "Yesterday .”
proposed (F17_17/05/20_11:54:28).
with
.” "(F17_17/05/20_11:54:28). bymy the school
school: teacher we were saying that maybe it wou
- “Same for [child's name] ---far
“Same .” (F17_17/05/20_11:54:28).
for [child's longer
name] .” (F21_13/03/20_9:09:44);
(F17_17/05/20_11:54:28). another one thanked the proposal: "G
_17/05/20_11:54:28). -“Super
“We weare
“Super artists
haven’t the
artists all
done
same allusand
and any
to all!
.” My .”ason sondoesn't
(F19_17/05/20_11:53:36).
(F22_17/05/20_13:34:15).
make
all! My daytime doesn't really
schedule, reallywant totodo
x structure
want dothe school
it. These
the schoolare activities,
ideas, otherwise
activities, soso th
- “We are the same - “We .”-so
-
are
far
“It's
the
(F22_17/05/20_13:34:15).
“We are
we OK... the
same
haven't same
there done
.”
are
(F22_17/05/20_13:34:15).
(F22_13/03/20_9:26:22).
.”any
a (F22_17/05/20_13:34:15).
lot of .” (F19_17/05/20_11:53:36).
days and things to do... they are very small .”
20_13:34:15). - - “It's so far we haven't longer
aredone any ".”(F21_13/03/20_9:09:44);
.”(F17_17/05/20_11:54:28).
(F19_17/05/20_11:53:36). another one
verythanked the .” proposal: "
- “It's OK... there are lotOK...
“Same
“It's
“Same ofOK... for
a--(F4_17/05/20_18:15:59).
days
for
there
[child’s
and
there
[child's are
a lot
name]
things
name] Another
a lot
of
to of days
do... example
.”.”days
and things
they and areisthings
(F17_17/05/20_11:54:28). very
the to small
family do...proposal
to do...
they .”arefor
they arecreating
smalla YouTube
very small .” channe
and things to do... they are very small - “Same for [child's (F22_13/03/20_9:26:22).
.” are the same .” (F22_17/05/20_13:34:15).name] (F17_17/05/20_11:54:28).
(F4_17/05/20_18:15:59). - (F4_17/05/20_18:15:59).
--“We
(F4_17/05/20_18:15:59). participation and the exchange of ideas and activities so to entertain a lot,children
- -“We
“They're “Weare
“They're are
all
theall same
the same .”Another
superpimps,
superpimps,
(F22_17/05/20_13:34:15).
.”and and it's
example
(F22_17/05/20_13:34:15).
it's not not
always always
is the easy easy
family toproposal
tochores.
get get
them them on, foron,socreating
thanks thanks aaYouTube
lot, channe
- “They're all superpimps, --snails! and
“They're
“It's OK...
No it's not
all
one there always
should are
superpimps, are beaeasy
working lot and to
of
overwhelmed! orget
it's
daysdoingthem
not and on,
household
always
This thingsso
is thanks
easy
how to to
do...
it a
get
goes lot,them
they
and areon,
there so
veryare thanks
small
times a
when lot, .”
ot always easy to get them - “It’s
a-overwhelmed!
“It's OK OK... . . . there participation
are
are a lot of
a lot of daysThis and
days the
and exchange
andisthingsthings to of
to do ideas.
do... . . and
they activities
are very
very to entertain
small
small .” children
snails! Noon,onesoshould
thanks snails!
besnails!lot, No one
No
(F4_17/05/20_18:15:59).
it(F4_17/05/20_18:15:59).
does and one
should
others This
should
be
when
overwhelmed!
isbe how
“We it goes
have
overwhelmed!
it doesn't and
thought .” there
This that how
isare
byhow
it
(F8_23/05/20_17:31:47).
goes
times
havingit goes
and
when toand there
stay soare
there many times
are timesdays when at
when home locked
ed! This is how it goes and there are times it when
does (F4_17/05/20_18:15:59).
and others when are it working
doesn't or doing.” household
(F8_23/05/20_17:31:47). chores.
it does and others whenit- it“They're doesn't
does and all others.” away challenging
(F8_23/05/20_17:31:47).
when“We
superpimps, it doesn't
and it's ourselves
not .” (F8_23/05/20_17:31:47).among our classmates. That's why we've create
.” (F8_23/05/20_17:31:47). - “They’re
- “They'reall allsuperpimps,
superpimps, andhave
and it’s
it's notalways
thought
not always
always that by easy
easy
easyhavingtotoget
to get
gettothem stay
themso
them on,
on,
on, manysosothanks
so days at
thanks
thanks aa lot,
home
lot, locked
snails! count and started a YouTube channel to have other channels besides the Wh
snails!No Noone oneshould should away be overwhelmed!
bechallenging
overwhelmed!
overwhelmed! ourselves This
Thisisisamong how
howititgoes
how our and
andthere
goesclassmates.
goes and thereare
there times
That's
are
are times
times why when
when
when we've creat
ititdoes in class. For the moment we have sent a proposal. We hope you like it and
doesand
it does andothers
and otherswhen
others whenit
count
when itdoesn't
and
it
started a.”
doesn't
doesn’t .”.”(F8_23/05/20_17:31:47).
YouTube channel to have other channels besides the Wh
(F8_23/05/20_17:31:47).
(F8_23/05/20_17:31:47).
participate” (F23_13/03/20_11:51:07).
in class. For the moment we have sent a proposal. We hope you like it and
In response, someone else added: "We will do it soon (today we wer
participate” (F23_13/03/20_11:51:07).
[girl's name] on our own initiative, without having to rack our brains too
In response, someone else added: "We will do it soon (today we we
think it's a fantastic idea that we will join! Thank you!
[girl's name] on our own initiative, without having to rack our brains too
(F10_13/03/20_20:31:03). Another family proposed: “Another idea I can th
think it's a fantastic idea that we will join! Thank you!
(F10_13/03/20_20:31:03). Another family proposed: “Another idea I can th
Sustainability 2021, 13, 3654 10 of 15

4.3. Relations between Students–Family–School: Reference, Linkage, and Follow-Up

4.3.1. Information and Interaction between Students–Families and Tutor
The virtual mutual support network also managed to connect students and families
with the tutor and the school. At first, when the school had not yet developed distance
learning tools or activities, the YouTube channel was shared with the teacher, thus becoming
an informal channel of communication and interaction between students–teacher and
families–teacher. This is how a testimony was given when the teacher also joined the
YouTube channel: “The [name teacher] has also accepted the challenge! And here she
leaves us the sample . . . ” (F23_09/04/20_18:17:14).

4.3.2. Guardianship as a Reference and Reinforcement of Parental Authority

By participating in the initiatives proposed by families, the teacher reinforced her
authority and reference among the students and strengthened the authority of the many
weeks of school at home. This is reflected, for example, in the following comment: “Snails,
I am very happy with how hard working you are, keep it up, and remember that you have
to listen to the parents . . . and for the parents to say keep it up, you are doing very well”
(MT_29/04/20_10:15:56).

4.3.3. Communication, Bonding, and Trust

The WhatsApp group and YouTube channel strengthened not only communication
but also trust and bonding between these groups. Thus, one family reflected on the virtual
activities proposed by the school:
“I share a concern with you, socialization is very important at this age: why do
children need it like the air they breathe, and why do they grow and learn emotionally
by socializing? I am very worried (in fact, I don’t care if he doesn’t learn to write his
name now) that he won’t be able to socialize and share experiences with his classmates”
(F22_23/05/20_10:47:20).
Other testimonies established a conversation about the impressions of the video
conferences held between students and teachers:
- “Yes! I’m sure there will be more! My child is super happy to see them, although he
says he has spoken little” (F15_21/05/20_12:11:25).
- “Yes, what they cannot say is a pity, basically because we see what they want and
need: to communicate and to talk. Perhaps we could also transfer this need to the
teacher. The children want to talk to her and sometimes the video conference makes it
difficult, perhaps better with the mobile phone . . . ” (F4_21/05/20_12:15:42).

4.3.4. Monitoring, Assessment, and Evaluation of Learning

Later, when the school structured and articulated virtual teaching, the teachers of
early childhood education continued to use this space of virtual meeting for two main
purposes: on the one hand, as a means of interaction with the students (stories, dances,
songs) and, on the other hand, as a repository of evidence of the activities carried out by
children, as a means of monitoring, assessment, and evaluation:
“Families, I would like to tell you that in order to make the report for this term I will
base it on all the evidence that you have posted on the YouTube channel and also on those
that you have sent me by post. This year is exceptional and we are all doing quite well
together” (MT_02/06/20_11:32:26).

5. Discussion
The results show that, in an unprecedented context of drastic social isolation, school
closure for six months and an incipient virtualization of teaching, with the limitations this
implies for early childhood education [49–51], the parents of the snail class and pupils self-
organized and developed a creative response to break the social isolation that quarantine
entailed, to continue with home schooling and to facilitate the reconciliation of care and
telework, through the dynamization of the WhatsApp group of the families, as well as the
Sustainability 2021, 13, 3654 11 of 15

creation of a YouTube channel Cargol Treu Banyes. These channels become a network of
mutual support between children, families, and, subsequently, the school. This network
has had multiple positive impacts on the participants, especially in terms of increasing
their subjective well-being in a situation of confinement and pandemics. These positive
impacts are as follows:
First, social support, understood as the set of emotional, material, information, or
companionship contributions that the person perceives or receives from different members
of his/her social network [64], is one of the most important resources that people have to
adapt to their environment [65] and contribute to improve their well-being [45,66]. The
importance of social support lies in its effects on people, especially in terms of well-being
and specifically in variables such as self-esteem [67], mood, feeling of belonging to the
group [68], and the increase in self-efficacy and belief in the ability to control aspects
of the environment [69]. The observed results of the Cargol Treu Banyes’ experience
include a large part of these elements of social support explained and validated in a
broad way within the literature on this concept, and it is remarkable how the virtual
support network offers a space for meeting, communication, interaction, and socialization,
which, in turn, besides the virtuality, minimizes the isolation and social distancing that
confinement implies [28,70], and, in consequence, also helps to mitigate its harmful effects
in terms of mental and emotional health and school learning, in concordance with other
studies [5,39,43], to mention: apathy, inactivity, and demotivation, among others. In
particular, children constructed a way of playing and learning among themselves through
the shared videos and photos, which increased their motivation in respect to the proposed
activities and their participation in the network, thus reinforcing the conclusions of work
such as [65,71].
Second, this digital space conformed by both the WhatsApp Group and the YouTube
channel had a positive influence among the two key components of subjective well-being,
the affective and the cognitive [45] of all its participants, insofar as they feel accompanied
and at the same time accompanied. By this dynamic, a type of relationship is established,
based on a bond that Polanyi [55] calls reciprocity and, therefore, empowers all the people
involved (in the activity), by converting them into receivers and senders of affection,
company, support, and help at the same time [72].
Third, the Cargol Treu Banyes platform directly impacts among elements that activate
social capital; this means a sort of collaboration between actors, by elements such as
affection, mutual trust, social relations, norms [54], reciprocity, exchange, and solidarity [55].
Studies on social capital—from a relational perspective—point out how the activation of
these values or assets promotes the construction of community, of living together—as
Tönnies [73] argued—developing lasting social links, which are emotionally charged,
and which mostly provide social support and other protective resources for emotional
distress and social vulnerability. These characteristics are validated by works such as
Santoveña-Casal & Pérez [74], who reaffirm the importance of social and collaborative
models in sustainable education, since both types of models promote a positive learning
experience. They also reinforce the relationships between students, the feeling of belonging
to a community with shared interests, and the feelings of belonging and cohesion.
Fourth, and finally, the analysis of this experience demonstrates the key role that
family plays in education [3,18,25–29], especially during infant ages [17,24,25,29,32,34],
highlighting the role played by the digital skills [30,32] and cultural and educational capital
of the parents [18,27,31] as a key element in the conditions of educability of children,
especially at this time of life which, in turn, invites and opens an in-depth debate in relation
to the issue of social inequalities, as well as poverty and its impact on education [7,27,31,
43,75].

6. Conclusions
The personal participation and analysis of this experience, reflected in the present
netnography, allowed us to reflect:
Sustainability 2021, 13, 3654 12 of 15

On the one hand, on how the spontaneous participation of a group of mothers and
fathers, in a context of confinement and school closure, builds a network of mutual support
for children, families, and schools. This network manages to mobilize the main assets that
make up social capital, such as trust, empathy, affection, reciprocity, solidarity, or exchange,
giving rise to a virtual community. This community provides social support to its members,
which translates into an improvement in their emotional well-being, their development
of learning, and their capacity for empowerment [71]. At the same time, and because
early childhood education also focuses mainly on the personal and family well-being of
pupils, and the accompaniment of families, this virtual community complements distance
education for children, which has a very difficult time fulfilling its socially assigned tasks,
objectives, and approaches, and strengthens the link between students, families, and school.
On the other hand, this case of study invites us to place more decisively at the center
of the debate the influence of the cultural and educational capital of parents among the
education of children, particularly in a unique virtualized, distance-education environment.
In this sense, we consider it important to qualify the criticism that has been made about
schools that describe them as obsolete institutions, in need of continuous adaptation and
innovation processes, in order to reinforce the role of the school as an institution of social
protection for children, which ensures the comprehensive well-being of childhood and its
ability to also promote and secure face-to-face assistance at school, especially at early ages,
since it offers learning and socialization opportunities, which today the virtual world is far
from being able to provide.
Finally, this successful example of a mutual support network between children in
early childhood education, families, and the school could be considered as a resource or a
suggestion to be replicated in other situations of confinement or limitation of face-to-face
school attendance, particularly due to the current time full of uncertainties that demand
fast and positive adaptations to face future challenges. However, this replication is not
exempt from the necessary contextualization that any replication of experiences implies,
considering the particularities and limitations of each context (physical, social, economic,
etc.). Besides, as future lines of research, it would be interesting to continue exploring and
studying educational and social experiences in which the protagonists are early childhood
pupils and their families, in order to address in imaginative and innovative ways the needs
and challenges of the post-pandemic crisis.

Author Contributions: Conceptualization, A.B.C.-H. and R.A.-B.; methodology, A.B.C.-H.; formal

analysis A.B.C.-H. and R.A.-B.; data curation, R.A.-B.; writing—original draft preparation, A.B.C.-H.;
writing—review and editing, R.A.-B.; visualization, A.B.C.-H. and R.A.-B.; supervision, A.B.C.-H. All
authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Informed consent was obtained from all subjects involved in the
study.
Data Availability Statement: Data sharing is not applicable to this article.
Acknowledgments: The authors would like to thank the educational community members of the
Cargol Treu Banyes virtual network, especially the children for the lessons they have taught us. We
would also like to thank Priscila Álvarez-Cueva for her revisions to the text. We would also like to
thank the support of the University of Barcelona through the APAO_UB 2021 grant. This article is
part of the first phase of the research “ISICORO: Socially innovative initiatives during the coronavirus
pandemic”, aimed at identifying and analysing gather solidarity initiatives, socially innovative
experiences and institutional support as a response to the social needs derived of the Covid19
Pandemic, within the framework of the CRIT (Creativity, Innovation and Urban Transformation)
research group at the University of Barcelona. It is also linked to the doctoral thesis “Validació del
progreama ‘Toca fusta’ el benestar mitjanant la fusta” of the PhD programme in Education and
Society of the University of Barcelona.
Sustainability 2021, 13, 3654 13 of 15

Conflicts of Interest: The authors declare no conflict of interest.

References
1. WHO Director-General’s Opening Remarks at the Media Briefing on COVID-19—11 March 2020. Available online: https:
//bit.ly/3laK2SO (accessed on 13 March 2021).
2. United Nations. Transforming Our World: The 2030 Agenda for Sustainable Development. In A New Era in Global Health. Nursing
and the United Nations 2030 Agenda for Sustainable Development; Rosa, W., Ed.; Springer Publishing Company: New York, NY, USA,
2017; pp. 529–567. [CrossRef]
3. Thorell, T.L.B.; Skoglund, C.; de la Peña, A.G.; Baeyens, D.; Fuermaier, A.B.M.; Groom, M.J.; Mammarella, I.C.; van der Oord, S.;
van den Hoofdakker, B.J.; Luman, M.; et al. Parental Experiences of Homeschooling during the COVID-19 Pandemic: Differences
Between Seven European Countries and Between Children with and Without Mental Health Conditions. Eur. Child Adolesc.
Psychiatry 2021. [CrossRef]
4. UNESCO. COVID-19 Response—Remote Learning Strategy. Remote Learning Strategy as a Key Element in Ensuring Continued Learning;
United Nations Educational Scientific and Cultural Organization: Paris, France, 2020; Available online: https://bit.ly/3eyv2wH
(accessed on 23 March 2021).
5. Cifuentes, J. Consecuencias en los Niños del Cierre de Escuelas por Covid-19: El Papel del Gobierno, Profesores y Padres. Rev.
Int. Educ. Justicia Soc. 2020, 9, 1–12.
6. Gupta, S.; Jawanda, M.K. The Impacts of COVID-19 on Children. Acta Paediatr. 2020, 109, 2181–2183. [CrossRef]
7. Van Lancker, W.; Parolin, Z. COVID-19, School Closures, and Child Poverty: A Social Crisis in the Making. Lancet Public Health
2020, 5, e243–e244. [CrossRef]
8. Rogers, H.; Sabarwal, S. The COVID-19 Pandemic: Shocks to Education and Policy Responses; World Bank: Washington, DC, USA,
2020.
9. United Nations. UN Chief Outlines “Bold Steps” for Education in the Face of COVID-19 Disruption. UN News. 4 August 2020.
Available online: https://bit.ly/3pDyWa0 (accessed on 23 March 2021).
10. Valero, E.; Martín, U.; Domínguez, A. Covid-19 y Salud Infantil: El Confinamiento y su Impacto Según Profesionales de Infancia.
Rev. Esp. Salud Publica 2020, 94, e1–e7.
11. Real Decreto 463/2020, de 14 de Marzo, Por el que se Declara el Estado de Alarma la Gestión de la Situación de Crisis Sanitaria
Ocasionada por el COVID-19. Bol. Estado 2020, 67, 25390–25400. Available online: https://www.boe.es/eli/es/rd/2020/03/14/4
63/con (accessed on 23 March 2021).
12. Cohen, J.; Kupferschmidt, K. Countries Test Tactics in “War” against COVID-19. Science 2020, 367, 1287–1288. [CrossRef]
[PubMed]
13. Mallapaty, S. How Do Children Spread the Coronavirus? The Science Still Isn’t Clear. Nature 2020, 581, 127–128. [CrossRef]
[PubMed]
14. Viner, R.M.; Russell, S.J.; Croker, H.; Packer, J.; Ward, J.; Stansfield, C.; Mytton, O.; Bonell, C.; Booy, R. School Closure and
Management Practices during Coronavirus Outbreaks Including COVID-19: A Rapid Systematic Review. Lancet Child Adolesc.
Health 2020, 2019, 1–8. [CrossRef]
15. Ministerio de Sanidad. Orden SND/370/2020, de 25 de Abril, Sobre las Condiciones en las que Deben Desarrollarse los
Desplazamientos por Parte de la Población Infantil Durante la Situación de Crisis Sanitaria Ocasionada por el COVID-19. Bol.
Estado 2020, 116, 18987–19106. Available online: https://www.boe.es/eli/es/o/2020/04/25/snd370/con (accessed on 23 March
2021).
16. United Nations. Policy Brief: Education during COVID-19 and Beyond; United Nations: New York, NY, USA, 2020; Available online:
https://bit.ly/30Dqkpy (accessed on 23 March 2021).
17. UNICEF. COVID-19: Are Children Able to Continue Learning during School Closures. A Global Analysis of the Potential Reach of Remote
Learning Policies Using Data from 100 Countries; United Nations Children’s Fund: New York, NY, USA, 2020; Available online:
https://uni.cf/3vcxpeN (accessed on 23 March 2021).
18. Moreno, J.L.; Lluch, L. Educación y Covid-19: Colaboración de las Familias y Tareas Escolares. Rev. Int. Educ. Justicia Soc. 2020, 9,
1–17.
19. Dhawan, S. Online Learning: A Panacea in the Time of COVID-19 Crisis. J. Educ. Technol. Syst. 2020, 49, 5–22. [CrossRef]
20. Schneider, S.L.; Council, M.L. Distance Learning in the Era of COVID-19. Arch. Dermatol. Res. 2020. [CrossRef] [PubMed]
21. Dayal, H.C.; Tiko, L. When are We Going to Have the Real School? A Case Study of Early Childhood Education and Care Teachers’
Experiences Surrounding Education during the COVID-19 Pandemic. Australas. J. Early Child. 2020, 45, 336–347. [CrossRef]
22. Aznar, F.J. Secondary Education in Spain amid the COVID-19 Crisis. Int. J. Sociol. Educ. 2020, 53–78. [CrossRef]
23. UNESCO. Distance Learning Strategies in Response to COVID-19 School Closures; United Nations Educational Scientific and Cultural
Organization: Paris, France, 2020; Available online: https://bit.ly/3lbsHcz (accessed on 23 March 2021).
24. Muhdi, .; Nurkolis, .; Yuliejantiningsih, Y. The Implementation of Online Learning in Early Childhood Education during the
Covid-19 Pandemic. JPUD J. Pendidik. Usia Dini 2020, 14, 247–261. [CrossRef]
25. Garbe, A.; Ogurlu, U.; Logan, N.; Cook, P. Parents’ Experiences with Remote Education during COVID-19 School Closures. Am. J.
Qual. Res. 2020, 4, 45–65. [CrossRef]
Sustainability 2021, 13, 3654 14 of 15

26. Abuhammad, S. Barriers to Distance Learning during the COVID-19 Outbreak: A Qualitative Review from Parents’ Perspective.
Heliyon 2020, 6. [CrossRef]
27. Bonal, X.; González, S. The Impact of Lockdown on the Learning Gap: Family and School Divisions in Times of Crisis. Int. Rev.
Educ. 2020. [CrossRef]
28. Drane, C.; Vernon, L.; Shea, S.O. The Impact of ‘Learning at Home’ on the Educational Outcomes of Vulnerable Children in Australia
during the COVID-19 Pandemic; Curtin University: Perth, Australia, 2020; Available online: https://bit.ly/3tMMRwp (accessed on
23 March 2021).
29. Gayatri, M. The Implementation of Early Childhood Education in the Time of Covid-19 Pandemic: A Systematic Review. Humanit.
Soc. Sci. Rev. 2020, 8, 46–54. [CrossRef]
30. A helping Hand: Education Responding to the Coronavirus Pandemic. Available online: https://bit.ly/3qH2K5y (accessed on 13
March 2021).
31. Cabrera, L. Efectos del Coronavirus en el Sistema de Enseñanza: Aumenta la Desigualdad de Oportunidades Educativas en
España. Rev. Sociol. Educ. 2020, 13, 114–139. [CrossRef]
32. Seusan, L.A.; Maradiegue, R. Educación en Pausa: Una Generación de Niños y Niñas en América Latina y el Caribe Está Perdiendo
la Escolarización Debido al COVID-19; United Nations Children’s Fund: Ciudad de Panamá, Panamá, 2020; Available online:
https://uni.cf/3rJtBQ4 (accessed on 23 March 2021).
33. Dong, C.; Cao, S.; Li, H. Young Children’s Online Learning during COVID-19 Pandemic: Chinese Parents’ Beliefs and Attitudes.
Child. Youth Serv. Rev. 2020, 118. [CrossRef]
34. González, S.; Bonal, X. Primera Infancia en Tiempos de Pandemia: Desigualdades Educativas y Desafíos para el Futuro Inmediato.
Aula Infant. 2020, 106, 11–14.
35. Bao, X.; Qu, H.; Zhang, R.; Hogan, T.P. Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School
Closures. Int. J. Environ. Res. Public Health 2020, 17, 6371. [CrossRef]
36. Muroga, A.; Zaw, H.T.; Mizunoya, S.; Lin, H.C.; Brossard, M.; Reuge, N. COVID-19: A Reason to Double Down on Investments in
Pre-primary Education; United Nations Children’s Fund: Firenze, Italy, 2020; Available online: https://bit.ly/3qMDpHO (accessed
on 23 March 2021).
37. Su, I.A.; Ceci, S.J. “Zoom Developmentalists”: Home-Based Videoconferencing Developmental Research during COVID-19.
PsyArXiv 2021. [CrossRef]
38. Wiederhold, B.K. Connecting through Technology during the Coronavirus Disease 2019 Pandemic: Avoiding “Zoom Fatigue”.
Cyberpsychol. Behav. Soc. Netw. 2020, 23, 437–438. [CrossRef] [PubMed]
39. Berasategi, N.; Idoiaga, N.; Dosil, M.; Eiguren, A.; Pikaza, M.; Ozamiz, N. Las Voces de los Niños y de las Niñas en Situación de
Confinamiento por el COVID-19; Euskal Herriko Unibertsitatea: Bilbo, Spain, 2020.
40. Martínez, M.; Rodríguez, I.; Velásquez, G. Infancia Confinada. ¿Cómo Viven la Situación de Confinamiento Niñas, Niños y Adolescentes;
Infancia Confinada: Madrid, Spain, 2020.
41. Lee, J. Mental Health Effects of School Closures during COVID-19. Lancet Child Adolesc. Health 2020, 4, 421. [CrossRef]
42. Imaz, C.; González, F.; Martínez, A.; Arango, C.; Bellido, G.; Payá, B. Salud Mental en la Infancia y la Adolescencia en la Era del
COVID-19. In Evidencias y Recomendaciones de las Asociaciones Profesionales de Psiquiatría y Psicología Clínica; Fundación Española de
Psiquiatría y Salud Mental: Madrid, Spain, 2020.
43. UNICEF. Salud Mental e Infancia En El Escenario de COVID-19; UNICEF España: Madrid, Spain, 2020.
44. Orgilés, M.; Morales, A.; Delveccio, E.; Mazzeschi, C.; Espada, J.P. Immediate Psychological Effects of the COVID-19 Quarantine
in Youth From Italy and Spain. Front. Psychol. 2020, 11, 579038. [CrossRef] [PubMed]
45. Diener, E.; Suh, E.M.; Lucas, R.E.; Smith, H.L. Subjective Well-Being: Three Decades of Progress. Psychol. Bull. 1999, 125, 276–302.
[CrossRef]
46. Schimmack, U. The Science of Subjective Well-Being; Eid, M., Larsen, R.J., Eds.; Guilford Press: New York, NY, USA, 2008; pp.
97–123. [CrossRef]
47. Espinosa, M.A. Garantía Del Derecho a Educación En Etapa de 0-3 Años. Una Inversión Necesaria y Rentable; UNICEF Comité Español:
Barcelona, Spain, 2018.
48. Tarabini, A.; Jacovkis, J. Recerca Escoles Confinades, Informe 4: L’Escola des de la Distància; GEPS-UAB: Bellaterra, Spain, 2020;
Available online: https://bit.ly/2PT9Y9Z (accessed on 23 March 2021).
49. Schleicher, A. The Impact of COVID-19 on Education: Insights from Education at a Glance; OECD Publishing: Paris, France, 2020.
50. Tarabini, A.; Jacovkis, J. Recerca Escoles Confinades, Informe 5: Els i les Docents com a Agents Polítics; GEPS-UAB: Bellaterra, Spain,
2020; Available online: https://bit.ly/3bNQNXL (accessed on 23 March 2021).
51. Ionescu, C.A.; Paschia, L.; Gudanescu Nicolau, N.L.; Stanescu, S.G.; Neacsu Stancescu, V.M.; Coman, M.D.; Uzlau, M.C.
Sustainability Analysis of the E-Learning Education System during Pandemic Period—Covid-19 in Romania. Sustainability 2020,
12, 9030. [CrossRef]
52. Tarabini, A.; Jacovkis, J. Recerca Escoles Confinades, Informe 3: Fer de Docent en un Context Inèdit; GEPS-UAB: Bellaterra, Spain, 2020;
Available online: https://bit.ly/3tnQcSn (accessed on 23 March 2021).
53. Coleman, J.S. Social Capital in the Creation of Human Capital. Am. J. Sociol. 1988, 94, 95–120. [CrossRef]
54. Fukuyama, F. Trust: The Social Virtues and the Creation of Prosperity; Free Press Paperback: New York, NY, USA, 1992.
55. Polanyi, K. The Great Transformation: The Political and Economic Origins of Our Time, 2nd ed.; Beacon Press: Boston, MA, USA, 2001.
Sustainability 2021, 13, 3654 15 of 15

56. Putnam, R.D. Making Democracy Work. Civic Traditions in Modern Italy; Princeton University Press: Princeton, NJ, USA, 1993.
57. Krippendorff, K. Content Analysis. An Introduction to Its Methodology, 2nd ed.; Sage Publications: Thousand Oaks, CA, USA, 2004.
58. Glaser, B.G.; Strauss, A.L. The Discovery of Grounded Theory: Strategies for Qualitative Research; Aldine Transaction: New Brunswick,
NJ, USA, 1967.
59. Strauss, A.L.; Corbin, J. Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory, 4th ed.; SAGE
Publications: New York, NY, USA, 2014.
60. Kelly, J.G.; Azelton, L.S.; Burzette, R.G.; Mock, L.O. Creating Social Settings for Diversity: An Ecological Thesis. In Human
Diversity: Perspectives on People in Context; Trickett, E.J., Watts, R.J., Birman, D., Eds.; Jossey-Bass: San Francisco, CA, USA, 1994;
pp. 424–451.
61. Kozinets, R.V. The International Encyclopedia of Digital Communication and Society; Mansell, R., Ang, P.H., Eds.; Wiley: New York,
NY, USA, 2015; pp. 1–8. [CrossRef]
62. Bengry, A.; Wiles, R.; Nind, M.; Crow, G. A Review of the Academic Impact of Three Methodological Innovations: Netnography, Child-Led
Research and Creative Research Methods. Social Sciences; ESRC National Centre for Research Methods: Southampton, UK, 2011.
63. Sánchez, W.C.; Ortiz, P.A. Netnografía, Un Modelo Etnográfico en la Era Digital. Espacios 2017, 38, 1–14.
64. García, E.; Herrero, J.; Musitu, G. Evaluación de Recursos y Estresores Psicosociales en Comunidad; Síntesis: Madrid, Spain, 2002.
65. Shumaker, S.A.; Brownell, A. Toward a Theory of Social Support: Closing Conceptual Gaps. J. Soc. Issues 1984, 40, 11–36.
[CrossRef]
66. Goldschmidt, K. The COVID-19 Pandemic: Technology Use to Support the Wellbeing of Children. J. Pediatr. Nurs. 2020, 53, 88–90.
[CrossRef]
67. Bandaura, A. Social Learning Theory; Prentice-Hall: Oxford, UK, 1977.
68. García, M.; Martínez, M.F.; Albar, M.J. Elección de Fuentes de Apoyo Social Entre Inmigrantes’. Psicothema 2002, 14, 369–374.
69. Sarason, I.G.; Levine, H.M.; Basham, R.B.; Sarason, B.R. Assessing Social Support: The Social Support Questionnaire. J. Pers. Soc.
Psychol. 1983, 44, 127–139. [CrossRef]
70. Álvarez-Cueva, P.; Masanet, M.J.; Cano-Hila, A.B. Las Narraciones de la Cuarentena Durante la Crisis de la COVID-19 a Través
de la Música: Emociones y Actividades Compartidas por Stay Homas. Hipertext.net 2020, 21, 67–77. [CrossRef]
71. Cavus, N.; Sani, A.S.; Haruna, Y.; Lawan, A.A. Efficacy of Social Networking Sites for Sustainable Education in the Era of
COVID-19: A systematic review. Sustainability 2021, 13, 808. [CrossRef]
72. Cano-Hila, A.B.; Argemí-Baldich, R. Taking Care of Us from the Neighbourhoods in Times of Quarantine. Citizen Solidarity
Practices in Vallcarca, Barcelona (Spain). Space Cult. 2020, 23, 237–245. [CrossRef]
73. Tönnies, F. Community & Society: (Gemeinschaft und Gesellschaft), 1st ed.; Routledge: London, UK, 2017. [CrossRef]
74. Santoveña-Casal, S.; Fernández Pérez, M.D. Sustainable Distance Education: Comparison of Digital Pedagogical Models.
Sustainability 2020, 12, 9067. [CrossRef]
75. COVID-19: Schools for More than 168 Million Children Globally Have Been Completely Closed for Almost a Full Year, Says
UNICEF. Available online: https://uni.cf/3cxiUJO (accessed on 13 March 2021).