Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19

Abstract

In order to improve educational conditions of families lacking digital resources during the home lockdown associated with the COVID-19 crisis, a project of educational and emotional support through books featuring Dialogic Literary Gatherings was carried out, with the name “Books that Bring People Together”. We present the main results of the impact of this activity from the point of view of n = 63 volunteers who participated in it. Using Student’s t-test for related samples, the differences in volunteers’ competencies before (pre-test) and after (post-test) the experience were tested, in order to analyze whether the activity had also exerted an impact on these competencies. Moreover, a correlation analysis was applied between the items for evaluating family participation by the volunteers, volunteer skills, and training, with the aim of testing the relationships between those variables as a result of participation in the experience. Results show that families found that accompaniment improved the quality of life of their children, making them feel loved and accompanied. In addition, the family atmosphere was improved, as did the children’s interest in reading. This mode of training led to greater involvement, motivation, and interest, thereby complying with a transversal axis of the process—community participation.

A Network Analysis of the Fear of COVID-19 Scale (FCV-19S): A Large-Scale Cross-Cultural Study in Iran, Bangladesh, and Norway

“…Another example of using FCV-19S is that the physical factor of FCV-19S may assess parents’ irrational fear of COVID-19. With the irrational fear of COVID-19, parents are likely to protect their children in an extreme way that may subsequently jeopardize child development (e.g., social interaction reductions may cause social interaction difficulties for children) [ 90 , 91 ]. Therefore, FCV-19S could be a useful instrument to provide healthcare providers with important information to make good clinical decisions.…”

Development and Validation of a Family Participation Scale for School Education

“…Diversas investigaciones han demostrado que la díada familiaescuela es un elemento clave para el rendimiento académico y el bienestar de los estudiantes (Dettmers, Yotyodying & Jonkmann, 2019;Elboj-Saso, 2021;Lara & Saracostti, 2019), fomentando también conductas prosociales (Saleem et al, 2021) y mejorando la gestión de la disciplina y actitud de los niños y niñas (Saltmarsh y McPherson, 2022). Particularmente en Chile, el fortalecimiento de la alianza entre la familia y la escuela tiene un impacto significativo en el proceso de aprendizaje y socialización de los estudiantes, siendo especialmente relevante en el contexto de familias socioeconómicamente vulnerables (Razeto, 2016).…”

Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education

“…Despite the school closure, many schools have continued implementing DLGs online. Research in this vein has revealed that DLGs have fostered profound reflections on students during the lockdown, such as the importance of supportive relationships and friendship (Elboj-Saso et al, 2021). In fact, many schools have transferred the DLG to online spaces.…”