Abstract
The article is an attempt to recognise and describe the specificity of peer relationships in “glass backyards” during the time of distance learning based on the discourse of students of grades I-III. Five groups of first-grade students (7- and 8-year-old children) and five groups of third-grade students (9- and 10-year-old children) from selected schools from all over Poland took part in the research. The research method used was focus group interviews. The children's statements showed how much importance they attached to relationships with peers during distance learning. “Glass backyards” provided them with topics for conversation and fun, as well as encouraged their activities around common passions and interests. From an educational point of view, “glass backyards” were beneficial for children creating the space for social life. We should ask the question whether “glass backyards” can become backyards of direct relationships and emotions for children? Today we must consider them as something inevitable, see their meaning and believe that for modern children they can become an additional place to develop relationships with peers.
Published Version
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