Together but Alone: Belonging at Return back to School in the Post-Crisis

Abstract

Aim of the research is to understand the experiences of children at school in the post-pandemic process and examine the belongings of children attending preschool education through the new normal period in the post-crisis. Phenomenological approach was used as a qualitative method. Aligned to this emphasis of the phenomenological approach, it is conducted to give meaning to the perceptions of young children through the concept of belonging regarding school in the new normal. The participants consisted of 12 girls and 12 boys aged between 65 and 78 months, mainly from middle-class backgrounds. Data was gathered via semi-structured interview form, including the questions about being at school in pre-pandemic, receiving distance learning during quarantine, and being at school during post-pandemic to reveal the experiences of children. As the last question of the interview, each child was asked to draw a picture about his/her school, friends, and the teacher. Findings of the study have identified with the phenomenon of “Play: Together but Alone”. Play is also a tool for children to feel a sense of belonging to school and creates opportunities for children to have social, emotional, and physical experiences with their peers. In the study, children's belonging to school has been explained based on "play" and discussed with the themes of social, emotional, and physical belonging.