Peer-reviewed article
Child Well-Being in Times of Confinement: The Impact of Dialogic Literary Gatherings Transferred to Homes
Laura Ruiz-Eugenio, Esther Roca-Campos, Susana León-Jiménez, Mimar Ramis‐Salas ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This article looks at Dialogic Literary Gatherings (DLGs), shared reading and discussion sessions, that were moved online and into homes during COVID-19 confinement. It asks how they affected children's own sense of well-being, including their emotional development and the safety and support of their learning environment. The authors gathered views from teachers, families and students at primary, high school and special education schools. They conclude that the gatherings had a notable positive impact on children and their families, and they also looked at what could get in the way of this. They suggest the approach could inform education policy and continue beyond confinement.
Key points
- DLGs were transferred to the home environment during COVID-19 confinement as a way to support learning and child well-being.
- The authors report that online DLGs promoted a safe and supportive environment for learning, interacting and coexisting.
- The authors report benefits for emotional development at different educational stages, especially for the most vulnerable children.
- The authors report that DLGs had a notable impact on the well-being of children and their families.
- The authors propose extending these 'open doors' actions as an option for future learning environments.
Limitations
The abstract gives no numerical results, no comparison group and no measurement of well-being before and after, so the size and cause of the effect cannot be judged. The sample is small and drawn from a few schools, and the abstract does not give details of the hindering factors.
Abstract
The COVID-19 pandemic has created an unexpected situation that has forced people to find educational alternatives to support learning and ensure child well-being. The need for practices that "open doors" at home as a way to promote a quality education and to foster an environment of supportive relationships and a sense of community, has led to the in-depth analysis of successful educational actions, particularly the Dialogic Literary Gatherings (DLGs). The aim of this article is to show how the transference of DLGs to the home environment has had an impact on child subjective well-being in times of confinement, promoting a safe and supportive environment for learning, interacting, coexisting and on emotional development at different educational stages, especially for the most vulnerable children. Data collection consisted of a focus group of 10 teachers, 6 semi-structured interviews addressed to families and 6 life stories of students, from 4 primary education centers, 1 high school, and 1 Special Education School. Communicative methodology structured the two-level data analysis, for studying both the elements provided by online DLGs that favor and achieve child well-being, and the elements that may hinder those achievements. The results confirm that DLGs have had a notorious impact on children's and their families' well-being. Considering the findings in the development of educational public policies and the possibility of extending "open doors actions" as an option for future learning environments beyond the confinement situation is contemplated. Future research on how these spaces can have an impact on child well-being in upcoming contexts of the new normal in the education domain will be of interest.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Dialogic Literary Gatherings (shared reading and discussion sessions) transferred online to children's homes
- Population
- Teachers, families and students from 4 primary education centres, 1 high school and 1 Special Education School (Spain, as given in the metadata)
Key finding
The authors state the results confirm DLGs had a notable impact on children's and families' well-being.
Ruiz-Eugenio et al. · OpenAlex · 30 Oct 2020