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Thirty-two parent–child dyads tracked daily activities, including parental emotions and evaluations of daily activity value at two timepoints. Families largely spent time together during mealtime activities. Lower socioeconomic families rated academic, social-skill, and life-skill activities more highly, and parents reported more positive than negative emotions. Findings inform educator strategies to reduce learning loss by building on family routines.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-class-and-emotional-well-being-lessons-from-a-daily-diary-study-of-families-engaged-in-virtual-elementary-school-during-covid-19/590168/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-class-and-emotional-well-being-lessons-from-a-daily-diary-study-of-families-engaged-in-virtual-elementary-school-during-covid-19/590168.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How can educators use the findings to support children’s learning?","Question",{"text":112,"@type":113},"The results suggest educators can mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},590168,1792171157,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–14 DOI: 10. 1177/23328584221095854  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nSocial Class and Emotional Well-Being: Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19  \nShana R. Cohen  \nAlison Wishard Guerra  \nMonica R. Molgaard  \nJessica Miguel  \nUniversity of California, San Diego  \nTo understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families’ daily activities, including parents’ emotions and their appraisals of the value of daily activities across two timepoints. Thirty-two parent–child dyads (Mean child age = 78 months, 50% male; 47% Latinx/ Hispanic; 28% Spanish speaking) from a Southern California school district serving a diverse population completed a daily diary texting protocol (experience sampling method; ESM) five times per day over five days. Families spent most of their time together engaging in mealtime activities (preparing meals and eating). Families from low socioeconomic backgrounds reported appraising academic activities, social skills, and life skills more highly than families from high socioeconomic backgrounds. Parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.  \nKeywords: adaptive practices, bilingual/bicultural, daily activities, early childhood, experienced sampling method, families and young children, home activities and COVID-19, learning and COVID-19, learning loss, mixed methods, parent emotions, parents and families  \nChildren’s learning and development is widely recognized as being nested within the contexts of both school and home (Institute of Medicine and National Research Council, 2000), with the standards-driven learning centered in school and the informal, culturally bounded and adaptive learning centered in the home (Super & Harkness, 1997) . The school closures in March 2020 spurred by the COVID-19 pandemic shifted formal school learning to the home context, requiring caregivers to adjust daily activities and routines to meet the demands of virtual school. Throughout the 2020–2021 academic year many children (65% as of February 2021) remained engaged in virtual learning at home (National Center for Education Statistics, n.d.), exacerbating existing systemic barriers for students experiencing poverty and learning differences, or those learning a second language (Bailey et al., 2021) . Some families adapted their activities to create an enriching home-learning environment, preventing academic decline. Other families experienced challenges  \nadapting home activities to meet academic expectations of distance learning, contributing to a widening achievement gap. Families reported inconsistent access to reliable technology and limited availability of adult support or quiet learning spaces (Reimers, 2022) . Families also experienced continued trauma and stress, such as food or housing insecurities, and illness due to disproportionate COVID-19 diagnoses in low-income African American and Latino communities (Podewils et al., 2020) .  \nSocial distancing measures, while recommended for their public health benefits, are known to cause disruptions in daily life and impact well-being (Ares et al., 2021; Chu et al., 2020) and have resulted in significant and unequal learning loss for school-aged children (Kuhfeld et al., 2020) . This study used an ecocultural niche theoretical framework (Weisner, 2002) coupled with a positive development orientation (Cabrera, 2013) to examine how children and families adjusted to social distanci","cbCaikFqga3sx8dw","https://ap.wps.com/l/cbCaikFqga3sx8dw","pdf",469755,14,"English","# Abstract\n## Study purpose and design\n## Participants and procedure\n## Key findings\n## Implications","[{\"question\":\"How can educators use the findings to support children’s learning?\",\"answer\":\"The results suggest educators can mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.\"}]","Social Class and Emotional Well-Being - Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19 | PDF",1792068972,35]