![]() Their reports showed that the interactive contexts in which they were operating through social media extended beyond national borders to an interest in transnational and global events. The amount of time that children spent online both modified and expanded their experiences of technology-supported interactive spaces. ![]() The interviews during the second outbreak of the pandemic revealed how the emerging weariness and boredom reported by some children strained family relationships. The accounts from the first wave of the pandemic in 2020 suggested that positive family environments could smooth the negative effects of lockdown and help them cope with unexpected changes in their everyday lives. In combination, analysis of the two datasets demonstrated the differential effects of lockdown on young children. The findings show how the pandemic extended the social contexts in which children and their families are embedded and highlighted the role played by socio-cultural factors in shaping children’s coping capacities. ![]() The study draws on literature from the “new sociology of childhood” and applies Bronfenbrenner’s social ecological model to an analysis of young people’s experiences when their mobility outside the home was restricted, and they were forced to reorganise their time use. ![]() ![]() The data corpus is based on diaries compiled by children during the first lockdown in 2020 for a collection at the Estonian Literary Museum, and on a series of semi-structured interviews with children documenting their experiences during lockdown in spring 2021. This articles reflects the impacts of the COVID-19 pandemic on the everyday lives of children and their families in Estonia during lockdown in spring 20. 2Institute of Cultural Research, University of Tartu, Tartu, Estonia.1Institute of Social Studies, University of Tartu, Tartu, Estonia. ![]()
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