question: The COVID‐19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality During the spring lockdown, particularly in Spain, schools were closed for six months and a process of virtualization of teaching was total;that context generated important educational challenges This paper presents and analyses forms of digital reciprocity and solidarity among pre‐primary education children, families, and teachers, by presenting a case study of the parents’ WhatsApp class groups and a collaborative YouTube channel The procedure developed was netnography and the data analysis followed the model of grounded theory Both digital spaces created by parents have become a network of mutual support It has had multiple positive impacts: (i) providing and receiving social support;(ii) generating dynamics of reciprocity and empowerment;and (iii) activating values that generate a sense of community (feeling of belonging, trust, etc ) The case study shows how virtual networks increase the subjective well‐being of participants in a difficult context and also invites reflection about the key role of cultural capital of the parents as a key element in the conditions of educability of children, especially in e‐learning of pre-primary education © 2021 by the authors Licensee MDPI, Basel, Switzerland