No abstract

Young children (5 to 6 years old) from an individualistic (the Netherlands) culture and a collectivistic (South of Spain: Andalusia) culture were videotaped during leisure time on their school playground. Based on the perspective of individualism-collectivism (IND-COL), cultural differences were expected with respect to observed conflict behaviors. Conflict episodes were analyzed with respect to conflict issues, strategies, and outcomes. In Andalusia, an unexpected high number of conflicts were observed, about three times higher than in the Netherlands. As expected, Andalusian children turned out to be more concerned with control of play and behavior and Dutch children more with control of objects and space. With respect to strategy use, Andalusian children used negotiation more often than Dutch children. The latter included more often nonverbal and directive ingredients in their strategies. Dutch children ended their conflicts by means of social or physical rupture much more often than Andalusian children. The latter preferred to continue the interaction, even if this required submission to others' wishes. Results are discussed from the perspective of IND-COL, with particular emphasis on four characteristics of studies of peer conflicts: definition of conflict, method of data collection, age of participants, and social setting of the participants.

No abstract

El artículo presenta una experiencia de innovación docente desarrollada con metodología de aprendizaje-servicio en el primer curso del Grado de Educación Social de una universidad pública española. La experiencia implica a dos asignaturas llevando a cabo un servicio comunitario en un C.E.I.P. constituido como Comunidad de Aprendizaje en una zona con necesidades de transformación social, con población mayoritaria de etnia gitana. Mostramos los resultados sobre las percepciones de los estudiantes sobre los aprendizajes adquiridos durante la experiencia. Los resultados se han organizado clasificando los aprendizajes percibidos en curricularesprofesionales; sobre la realidad social; y sobre sí mismos. Se analizaron también las valoraciones sobre la metodología empleada. Los datos muestran que el estudiantado destaca especialmente los aprendizajes personales. Concluimos que la metodología empleada es una buena herramienta docente generadora de motivación por el aprendizaje y de futuros profesionales comprometidos.

The aim of this paper is to describe coping strategies for difficulties generated by the COVID-19 pandemic in schools categorized as “highly vulnerable” in Spain, mainly focusing on children from immigrant and Roma families. Within the framework of a broader research study, we focus our gaze, as a case study, on two schools using in-depth interviews with its principals. These two schools were chosen as case studies because they had shown a history of carrying out documented educational change processes for at least 3 years before the pandemic. Our analytical strategy was a qualitative content analysis of a deductive–inductive nature. The results of our study can help identify key elements for the mechanisms of “Community Socio-Educational Resilience” and show that the innovative educational strategies tested by schools in the periods prior to the pandemic facilitated the generation of specific strategies for addressing problems arising from the pandemic. These strategies contributed to cushioning the increased inequality generated by the pandemic, contributing to the social sustainability of the educational and community system.