Young Children's Participation in Homeschooling During the Covid-19 Pandemic: A Reflective Case Study From England

Abstract

Advocacy for child participation has been enhanced by the United Nations Convention on the Rights of the Child (UNCRC) (1989). The UNCRC as a legislative mechanism for countries to implement children's rights to participation is not without problems as argued by many. Children's agency is crucial in enhancing their participation but agency itself cannot guarantee participation as child participation is relational and intersects with the institutional, social, cultural, economic and political landscapes. This is greatly reflected during the coronavirus pandemic when children have played a big part in tackling the national and global crises by showing their resilience, sympathy and willingness in fitting into the unprecedented ways of life and schooling.This chapter uses a reflective case study to explore the intersection between agency of children and factors that facilitate and also challenge children's participation in homeschooling practices during the COVID-19 pandemic in England. The reflective case study reveals that agency of young children's participation in homeschooling was constrained by the pandemic, which also triggered off possibilities for children alongside family members to interpret learning differently and translate homeschooling practices via creative engagement with learning resources and pedagogical approaches. The reflective case study also tells a family narrative about children's participation in homeschooling during the COVID-19 pandemic as a journey with a prime focus on holistic learning and well-being by addressing the key role of play, friendship and connection with nature.