The world situation in which we were immersed and, in particular, the Spanish educational situation after the international crisis caused by COVID-19, led us to restructure teaching by educational teams and teachers and, therefore, within families. Schools had to make a great effort to plan for alternative and distance learning (Muñoz and Lluch, 2020) where teamwork becomes the most important element in teaching planning. Moreover, the role played by families in this sudden process, where the home becomes the place of learning for children and work for many parents, leading them to an extreme adaptation to the new situation, becomes especially relevant. For this reason, family collaboration is essential during this lockdown period and at times it has become a heavy overload for them, with various teaching responsibilities that have caused them stress and frustration (Castro, 2020).

On one hand, we highlight the importance of the use of information and communication technologies as tools for psycho-pedagogical support during COVID-19 confinement (Velásquez-Espinales et al., 2021) and the degree of teacher training to be able to implement them in this new online teaching. In this sense, it is also worth highlighting the changes in the role of teachers in the face of such a wide range of learning resources and the need to include different active methodologies that allow for greater pupil interaction (Santana-Sardi et al., 2020). We agree with Fernández-Regueira et al. (2020) and Cabero-Almenara & Llorente-Cejudo (2020), in that access to technology is very heterogeneous. And, although access has been available, the fact is that the possibility of access and use has not been sufficient, and its management has proven to be deficient. As a result, teachers have had to be trained to teach from home and have made an enormous effort to learn how to use digital tools (Villafuerte, 2020) and implement them with their student groups, with an emphasis on e-learning (Zhou et al., 2020). In addition, lockdown brought learning to a standstill and studying at home was the only way to ensure the continuity of pedagogical instruction in COVID times.

Another major impact of the pandemic has been the inequality in learning opportunities, as not all pupils had the same digital resources and even family support (Moreno et al., 2020). The lockdown has also revealed heterogeneous situations, such as the fact that families lacked the necessary level of technological competence to help their children carry out their academic tasks (Gromova, 2020).

This situation of confinement has also led, especially for the most vulnerable families (for example, because they have children with specific educational support needs or lack of economic resources), to living with a continuous sense of uncertainty, insecurity and worry, etc. (Rodríguez, 2020); but at the same time, it confirms the capacity for resilience and adaptation to the situation that arose.

Finally, families have played a very important role during lockdown, not only because of what it has meant at an organisational level, but also because, as Cifuentes (2020) points out, they did not have time to take care of their children, as many of them had to telework and, therefore, it was very difficult for them to combine it with their children’s learning.

The research methodology used in this study was qualitative, conducting a multiple case study in 32 pre-school and primary schools in Andalusia (Spain) based on in-depth interviews with a total of 1,280 families, which will help us to determine the affinity between the participating schools. (Stake, 2010). The general objective set was: To learn about the perceptions, assessments and challenges of families in Early Childhood and Primary Education when addressing the change from face-to-face teaching to online teaching in relation to the experience undergone during the first months of the pandemic after the arrival of Covid-2019. We contacted the 32 pre-schools and primary schools in the 8 Andalusian provinces as a participating sample, taking advantage of the fact that the researchers of the present communication are participating in another larger study in these educational contexts. Each school placed us in contact with the families to arrange a day to carry out the in-depth interviews. Each interview lasted approximately ninety minutes and the total number of interviews was 1,280 based on purposive sampling. The in-depth interview was chosen as a qualitative strategy because it allowed us to collect descriptive information from a series of open-ended questions as well as to gather more important moments around the topic under study (McMillan and Schumacher, 2011). The research work was carried out via zoom in the schedule set with each of the families according to their availability. The period in which the interviews took place was in the months of April, May, June and July of the 2019-2020 school year. Each videoconference session was recorded by informed consent. The interviews were subsequently transcribed and contrasted with the informant families. Data analysis was performed on the basis of a system of categories including the objectives and the key questions formulated from them. MAQDA 20 software was used to analyse all the information gleaned from the interviews.

The home becomes a place of learning for pupils and families assume the great role of guiding their children in this process. In line with Castro (2020), the family assumes great responsibilities with respect to teaching, which leads to stressful situations because many of the families had to work at home as well. Knowing the perceptions, evaluations and opinions of the families helps us recreate everything we have experienced during this time of temporary confinement and to analyse the strengths and weaknesses of the situation in terms of the methodological change from face-to-face to distance learning. We shall present the main conclusions by way of discussion based on the general objective formulated. -Families agree that teachers have made a great effort and dedication to adapt face-to-face teaching to remote, despite the varying degrees of training of the teaching staff in the use of ICTs (Fernández-Regueira et al., 2020 y Cabero-Almenara & Llorente-Cejudo, 2020). -Families perceive that pupils prefer active methodologies (Aznar Salas, 2020) where the organisation of teaching and the scheduling of tasks are planned on a weekly and not daily basis, as they did not have time to deliver the activities on the same day. -In general, families are satisfied with the teaching process followed by both teachers and pupils. On the other hand, they also emphasise the main difficulty they have had in making their children’s studies compatible with their work at home, as they were not able to give all the attention that their children required in terms of work, study, homework, organised connections to videoconferences, etc. (Cifuentes, 2020).

Cabero-Almenara, J. & Llorente-Cejudo, C. (2020). Covid-19: transformación radical de la digitalización en las instituciones universitarias. Campus Virtuales, 9(2), 25-34. http://bit.ly/3sh1AQe Castro, T. (2020). El fortalecimiento familiar y de la educación en el contexto Covid-19. Padres y Maestros, 384, 57-63. 10.14422/pym.i384.y2020.009 Cifuentes, J. (2020). Consecuencias en los niños del cierre de las escuelas por COVID-19: el papel del gobierno, profesores y padres. Revista Internacional de Educación para la Justicia Social, 9(3e). https://revistas.uam.es/riejs/article/view/12216/12089 Fernández-Regueira, U., Gewerc, A. & Llamas-Nistal, M. (2020). El profesorado universitario de Galicia y la enseñanza remota de emergencia: condiciones y contradicciones. Campus Virtuales, 9(2), 9-24. http://bit.ly/3i3mJsA Gromova, N. S. (2020). Pedagogical risks as consequences of the Coronavirus COVID-19 spread. In Proceedings of the Research Technologies of Pandemic Coronavirus Impact (RTCOV 2020), pp. 350-355. https://doi.org/10.2991/assehr.k.201105.063 McMillan, J. H. y Schumacher, S. (2011). Investigación educativa. Pearson Educación. Moreno, J. M., Bolívar, A., Clavijo, M., Cortés, J., Gómez, J. A., Hernández-Ortega, J., Fuentes, F., Fernández, J., Hortigüela, D., López, M., Pérez, Á., Luengo, F. & Manso, J. (2020). Informe de investigación COVID19: Voces de docentes y familias, Proyecto Atlántida. http://hdl.handle.net/10486/691408 Muñoz, J. L. y Luch., L. (2020). Educación y Covid-19: colaboración de las familias y tareas escolares. Revista Internacional de Educación para la Justicia Social, 9(3e), 1-17. Rodríguez, C. (2020). Cinco retos psicológicos de la crisis del COVID-19. Journal of Negative & No Positive Results, 5(6), 569–668. https://doi.org/10.19230/jonnpr.3662 Santana-Sardi, G. A., Gutiérrez-Santana, J. A., Mawyin-Cevallos, F. A. y Santos-Moreina. L. L. (2020). Buenas prácticas de enseñanza-aprendizaje con el empleo de clases invertidas para la formación continua en tiempos de Covid-19. Revista Científica Dominios de las Ciencias, 6, (3), 331-348. http://dx.doi.org/10.23857/dc.v6i3.1401 Stake, R. E. (2010). Qualitative research: Studying how things work. The Guilford Press. Velásquez-Espinales, A. N., Moreira-Cedeño. J. A. y García-Briones, M. F. (2021). Rol de las tecnologías de la información y la comunicación en el acompañamiento psicopedagógico durante el confinamiento por COVID-19. Revista Científica Dominios de las Ciencias, 7, (1), 937-950. Villafuerte, J. S., Bello, J. E., Pantaléon, Y. y Bermello, J. O. (2020). Rol de los docentes ante la crisis del COVID-19, una mirada desde el enfoque humano. REFCalE, 8, 134-150. Zhou, L., Wu, S., Zhou, M. y Li, F. (2020). 'School’s Out, But Class’ On', The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. SSRN Electronic Journal, 4(2), 501-519. https://doi.org/10.2139/ssrn.3555520