leisure

Increased well-being and life expectancy have helped increase and strengthen relationships between grandparents and their grandchildren, although these relationships have been affected by the quarantine resulting from the COVID-19 pandemic. This work analyses the frequency and periodicity of shared leisure time by these two family generations before the pandemic and grandchildren’s perception of their personal development resulting from the time they spent with their grandparents. This research considered 1080 children aged between 6 and 12, 53.61% of whom were female (n = 579) and 46.38% male (n = 501), resident in Cantabria, Vizcaya, Gipuzkoa, Álava, Navarra, La Rioja, Burgos, and Palencia. The target variables are: year of birth and gender of respondents, frequency of shared leisure time with grandparents, and reasons for this shared leisure time. 99.16% of these children shared leisure time with their grandparents with 96.18% doing so every week. 53.71% identified the learning their grandparents conveyed to them as one of the main reasons for sharing intergenerational family leisure time. The personal development they derived from their grandparents in shared leisure times was an important reason for 26.75% of respondents. Significant differences were found by year of birth and gender of the grandchildren, and gender and kinship of grandparents. This article highlights the great value of grandparents and grandchildren sharing leisure time in daily family life and that children were aware of the personal development these shared times produced. Social and family intervention policies should be aimed at facilitating, stimulating, and rebuilding shared time between grandparents and grandchildren and seeking two-way personal development between the two generations.

Please, cite this article as follows: Alonso Ruiz, R. A., Sáenz de Jubera Ocón, M., & Sanz Arazuri, E. (2020). Tiempos compartidos entre abuelos y nietos, tiempos de desarrollo personal | Shared time between grandparents and grandchildren: A time for personal development. Revista Española de Pedagogía, 78 (277), 415-433. doi: https://doi.org/10.22550/REP78-3-2020-01

This paper discusses the first results of the CONECT-ID project, which addresses young people’s digital identities from the perspective of hyperconnectivity based on their perception of time in digital leisure. Its main objective is to analyse young people’s time management and their hyper-connected perception of time. To do so, a qualitative study was performed using discussion groups with 130 participants organised in groups of respondents aged 12 to 16 and 16 to 18. Analysis was then performed using the NVivo software program. The results showed a difference in use and tools between the age groups. Both sets of groups claim to lose the concept of time, in particular the older ones. Younger respondents report having less availability of screens and more parental controls, while in contrast older ones state that they use the time management strategy less as self-regulation. School controls refer to students not being allowed to take mobile phones to school or use them there. It is apparent that the construction of young persons’ identity is a continuum between different virtual spaces and times and face to face situations. Young people with less parental control over time management require more self-management and self-regulation mechanisms. The results found warrant focussing pedagogical discourse on designing and promoting quality educational actions that make it possible to go beyond setting limits. This can be achieved by working on establishing healthy interpersonal relationships, social and communication skills, and time management in a range of settings that provide lasting benefits beyond mere entertainment.

Please, cite this article as follows: Muñoz-Rodríguez, J. M., Torrijos Fincias, P., Serrate González, S., & Murciano Hueso, A. (2020). Entornos digitales, conectividad y educación. Percepción y gestión del tiempo en la construcción de la identidad digital de la juventud | Digital environments, connectivity and education: Time perception and management in the construction of young people’s digital identity. Revista Española de Pedagogía, 78 (277), 457-475. doi: https://doi.org/10.22550/REP78-3-2020-07

This articles aim is to provide specific information about a field that has been poorly and marginally addressed on research, the use of ICTs during leisure time by the most vulnerable youth and their socio-educational treatment. In order to do so an analysis of the information obtained from an ad hoc questionnaire has been made. This questionnaire was applied to a sample of 1.764 post-compulsory education students from all the Spanish regions, among which 493 were vulnerable. The outcomes show the use of ICTs by vulnerable youth is similar to the use made by the rest of young population. Miguel Melendro Estefanía, Francisco Javier García Castilla y Rosa Goig MartínezNevertheless, in these cases it is necessary to pay special attention to the high intensity and frequency, the isolation and exclusivity of use and to the gender differences in their practice of ICT, elements that increase significantly their vulnerability. Determined competences to develop are also detailed, to be used with these youth so they can make an inclusive and transforming use of ICTs, which gives them access to more relevant cultural capital than mere instrumental learning.

International organizations emphasize the basic right of everyone to enjoy leisure because of the contribution it makes towards peoples self-realization.

This article seeks to determine the specific features of the leisure of young people in vulnerable situations, by identifying its characteristics and the influence of passive leisure and the Internet.

This is carried out through various interviews with key informants, such as young people in social difficulties and the social workers who work with them. A qualitative methodology has been used and for the analysis of content, the Atlas- ti program version 6.0. The project undertaken has helped to identify specific interventions for meaningful leisure, to define the main trends in virtual leisure and to characterize strategies for improving enjoyment.  

This paper aims to rehabilitate leisure as one of the fundamental components of educational policy planning. Drawing on an epistemological and longitudinal analysis on leisure, we show how criteria and actions may be used to face educational challenges. This is precisely a very relevant topic nowadays, as democratic societies need, perhaps more than ever, to educate their members are free citizens, able to participate in the decision planning and taking processes. Our main argument is embedded in the first great synthesis of policy, education and classic philosophy, mainly in Aristotle´s works, various epistemological and semantic factors and the recent approaches of Russell and Nussbaum who understand leisure as the guarantee of practical rationality of educational policy. Our results emphasize leisure as skholé and show its potential innovative value for humankind in a creative educational policy design.