Engl. transl.: Digital practices, safety and well-being of 6- to 12-year-olds during Corona times – a qualitative study

The report presents the KIDICOTI qualitative results from 10 interviews, conducted with parents and children aged 6-12. The report includes the family portraits divided into context, distance schooling, safety, communication and well-being sections as well as the answers to four main research questions of the study. The study is a part of the larger international study.

Digitalni mediji in socialna interakcija - Starši so poudarili uporabo digitalnih tehnologij v času spomladanskega zaprtja države Many parents highlighted the importance of letting their children use digital media to compensate for a lack of social contact. The children expressed a longing for more time with friends and grandparents. They missed being with other children at school, being outside together and participating in organised activities. The children in ourstudy used digital technology both in connection with their schoolwork and during their leisure time (including both organised activities and free time). This included producing and consuming digital content, gaming and communicating with friends and family. Nevertheless, a common perception among the families was that children’s social needs couldn’t be fulfilled through digital devices alone. More time spent with digital media during the lockdown – Most families experienced significant increases in time spent with digital media and on online activities. Families who reported lower levels of digital media use before the lockdown experienced smaller increases. Most children devoted more time to the digital activities they already were enjoying. The parents expressed concerns about the amount of time their children spent online, particularly on gaming. Some parents were concerned that they would not be able to reduce and ‘normalise’ the amount of time their kids spend online after the crisis. However, parents did not otherwise describe major changes in how they regulated digital media use and online activities. Čas za družino – Starši in otroci so izpostavili, da so bili kljub nenavadni situaciji hvaležni za čas, ki ga je družina lahko preživela skupaj. V vseh vključenih družinah so starši delali pretežno od doma. Starši so izpostavili več skupnih aktivnosti, kot je kuhanje, gledanje filmov, sprehodi in igranje družabnih iger. Obenem so otroci izpostavili, da so pogrešali stare starše in ostale člane širše družine. Šolanje na daljavo – Ključna sprememba v času spomladanskega zaprtja 2020 je bilo šolanje na daljavo. Šole so pouk organizirale na različne načine, a vsi otroci, ki so sodelovali v intervjujih, so povedali, da niso imeli vsakodnevnega sinhronega pouka prek katere od videokonferenčnih platform. Organizacija šolskega dela se je razlikovala glede na tri točke: a) Prisotnost – Nekatere šole so uvedle redna sinhrona srečanja vsak dan, vendar v bistveno krajšem času kot bi trajal pouk v šoli. Nekatere družine so poročale o redkejših sinhronih srečanjih, na primer enkrat do dvakrat tedensko. Določene šole niso organizirale imele sinhronih srečanj. b) Pogostost dodeljenih obveznosti – Šolske obveznosti so šolo običajno poročale dnevno, v nekaterih primerih pa tedensko, na primer vsak ponedeljek. Običajno so morali otroci svoje opravljene obveznosti poročati sproti. c) Načini komuniciranja – Uporabljene so bile sinhrone in asinhrone oblike komuniciranja. Nekateri učitelji komunicirali prek učnih platform, na primer e-asistenta, drugi preko e-pošte, aplikacij za takojšnje sporočanje (npr. Viber). Učitelji so z intervjuvanimi otroci komunicirali od enkrat na teden do večkrat na dan – odvisno od učitelja. Vpetost staršev v šolanje na daljavo – Starši so navajali različne pristope pri organizaciji šolskih obveznosti otrok, svojega dela in ostalih dnevnih rutin. Otroci so imeli rutinski urnik, ki so ga oblikovali skupaj s starši, ta pa se je boj ali manj skladal z urniki ostalih družinskih članov.