Građenje smisla - digitalni vrtić u vreme kovid-19 izolacije
Making Sense: Digital Kindergarten during COVID-19 Lockdown

Summary/Abstract: With the outbreak of the COVID-19 pandemic, especially during the period of lockdown,great changes in education have occurred, and preschool education has not remained anexception. The biggest change in education during lockdown was the switch from live contact to a digital context in which learning took place. On the one hand, this has led to a large number of studies thathave included perspectives of the system, families, and teachers, and their perceptions about educationduring the lockdown, but on the other hand, there was a very small number of studies which were focused on the perspective of children, and none of them included the perspective of preschool children. Inthis paper, we mapped all recognized (non)sense of the digital learning experience in kindergarten duringthe 52 days of COVID-19 lockdown in Serbia. Thirteen children from different parts of Serbia were co-researchers in this paper, and they were consulted about some specific topics such as activities that wererealized and how relationships with peers and educators were established in a digital environment. Westrived to establish the connections with possible reasons for the lack of meaning and relevance of digital learning not just for children but for all actors in contemporary education by using a postqualitativeapproach to data interpretation

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