Secondary Socialization Approach in Greek Early Childhood Environments during Distance Learning. Parents’-teachers’ perspectives
Eleni Tympa (Corresponding author), Vasiliki Karavida

Abstract
The importance of socialization for children, in terms of secondary socialization is demonstrated through teachers' and parents' perceptions of the changes they have noticed in their children as a result of following the transition to online schooling. Pretest and posttest data were collected through qualitative interviews with in-service teachers and online questionnaires to parents using the Big Five model framework at a time when the online training took place one week after the children returned to the physical classrooms. Although the parents noticed changes in their children's behavior identified as a result of the children's lack of physical contact with peers and teachers, they did not believe that this could create socialization problems for the children. Teachers pointed out that some of the main difficulties and obstacles associated with distance education that children faced were the lack of feedback and the inability to have interpersonal contact with interlocutors.

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