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Copyright

Carter, Caron;

Published On

2023-06-01

Page Range

pp. 191–214

Language

  • English

Print Length

24 pages

Keywords

  • play
  • friendships
  • education
  • well-being
  • learning
  • development
  • Covid-19 pandemic
  • schools
  • United Nations Convention on the Rights of the Child
  • Article 15
  • freedom of association
  • parents' perceptions
  • absence of play
  • absence of friendship
  • pilot case study
  • online interviews
  • Zoom
  • reflection
  • fieldnotes
  • strategies
  • alternative ways to play
  • interact with peers
  • video messages
  • Zoom games
  • doorstep visits
  • play with siblings
  • moving forward
  • new times
  • traumatic events
  • future considerations

9. Parents’ Perspectives on Their Children’s Play and Friendships during the Covid-19 Pandemic in England

  • Caron Carter (author)
The importance and value of children’s play and friendships in education is now becoming widely recognized as being important to children’s well-being, learning and development. The value of this friendship was magnified when the Covid-19 pandemic temporarily ceased or limited the opportunities for children to socially interact and play with their friends. In March 2020 schools closed and were only open to key worker or vulnerable children. The lack of access to play and social interaction for children is contrary to the adoption of the United Nations Convention on the Rights of the Child, Article 15 (freedom of association), that states children should have the right to play with other children, form friendships and join organizations. This chapter explores the views and perceptions of parents on the absence of play and friendship for their children. A pilot case study approach was adopted involving five parents. Data were collected through semi-structured online interviews via Zoom, reflection and fieldnotes. Findings provide new insights into strategies used by children and families to find alternative ways to play and interact with peers. These include the use of video messages, Zoom games, doorstep visits and play with siblings. The chapter argues for consideration of this knowledge as children attempt to move forward in ‘new times’ and in respect of similar traumatic events in the future.

Contributors

Caron Carter

(author)
lecturer in early childhood and childhood education at Sheffield Hallam University

Caron Carter is senior lecturer in early childhood and childhood education at Sheffield Institute of Education, Sheffield Hallam University with a PhD from the University of Sheffield and a National Professional Qualification for Headship (NPQH). Prior to joining Sheffield Hallam University, Caron was an early years teacher in a nursery infant school and a primary school for eleven years, five years as a deputy headteacher. Caron is currently researching how schools are supporting children’s friendships and wellbeing during the ‘new normal’. She is part of a team from her university working on funded projects focusing upon improving outcomes for children in specific areas including, friendship, wellbeing, play and transitions. Finally, Caron is also a postgraduate research tutor in education at Sheffield Hallam University and an assistant editor for the International Journal of Pastoral Care in Education.