Academia

, 165–167

Academic scholarship

, 5–6

Accommodating care

, 174–176

‘Active leisure’ opportunities

, 212

Affect

, 7–8

Affect management

, 83–84

children in

, 86–89

Alexandra township

, 68

Art

, 3

Arts-based methods

, 146, 149–150

Arts-based participatory methods

, 11

Arts-based participatory research

, 149

Attentiveness

, 167

Austerity

, 229

‘Babies as perceived mirror of parents’ abilities

, 113–115

Beveridge on Voluntary Action

, 212

Bias

, 84

Bioecological theory

, 56

British Boxing Board of Control

, 211–212

Bronfenbrenner, Urie

, 56

‘Business models’ of ideal motherhood

, 107

Canadian study

, 29

Capabilities

, 123

Capability Approach (CA)

, 123

Capitalism

, 148

Care (see also Ethics of care)

, 2–3, 5, 7–8, 122, 137, 146, 165, 167, 181, 186, 227

agency

, 6–7

control

, 204

devaluation of

, 6

family and distance

, 158

findings

, 125–131

formal

, 2

informal

, 211

methodology

, 149–158

methodology and research methods

, 124–125

in preschool and a ‘new normal’

, 50–52

professional love

, 12–13

relational

, 13

school and

, 146–148

school spaces

, 154–156

spaces of

, 6–7

students’ experiences of care

, 152–154

walking and movement

, 156–158

Care Manifesto

, 6

Care-receiving

, 166–167

Caregiving

, 107, 166

Caring about

, 166

community

, 72–74

Caring for

, 166

Caring with

, 167

Case study approaches

, 167–168

Centre for Excellence for Children’s Care and Protection (CELCIS)

, 98–99

Child development

, 3, 181

Child migrants

, 235–236

Child protection

, 12–13

Childcare

, 41, 122, 170, 172

Childhood/children

, 2–5, 7

in affect management

, 86–89

experiences of caring for

, 169–176

participation

, 193, 196, 199, 203

policy in UK

, 210

studies

, 3, 7, 146–147

well-being

, 25

Children Caring on the Move project

, 235–236

Children’s Hearings (Scotland) Act (2011)

, 192

Children's hearings

, 192

Children's rights

, 22–23

China

, 30, 138

Class dynamics

, 107

Community sports clubs

, 209–210

Competence

, 167

Compulsory Supervision Order (CSO)

, 192

Conviviality

, 238

Coping

, 75–76

Coping strategies of parents/carers during pandemic

, 28–29

Coronavirus (COVID-19)

, 2–3, 5, 40, 82, 138, 146, 214, 217, 225, 233–234

and (in) sensitivity to care needs of poor

, 43–45

babies

, 107

care needs of poor and adaptions to practice during

, 45–48

global

, 13

global impacts and inequalities

, 13

inclusion/exclusion criteria

, 21

lockdowns and early care and education balance

, 49–50

methods

, 20–21

national

, 20

pandemic

, 20, 55–56, 107, 164

impact of pandemic on ECEC landscape

, 22–23

parents/carers during pandemic

, 27–32

recommendations

, 32–33

schooling and

, 148–149

virtual hearings

, 194

and window of opportunity for care in preschool

, 42

young children during pandemic

, 24–27

Creative making and metaphor

, 151

Creative mixed methods qualitative research study

, 149–150

Cricket

, 209–210

Crisis

, 238

Crisis theory (Brammer)

, 70

Critical Childhood Studies

, 7–8

Cross-cultural study

, 29

Decision-making

, 193

Deficit-based discourse

, 42

Dialogical narrative analysis (DNA)

, 125

Digital learning

, 23

Digital space

, 196–197

Digital technologies

, 106–107

Digitalised care

, 167

Discrimination

, 84

Display work

, 106–107

Distance

, 156, 158

Early Childhood Education and Care (ECEC)

, 22, 40

impact of pandemic on ECEC landscape

, 22–23

Early education

, 40

Early Years Foundation Stage (EYFS)

, 40

Early years settings

, 56–61

Education

, 3, 181

during pandemic

, 164–165

Educational inequalities

, 67

Emotion

, 25

Emotional valences

, 86

England

, 4, 9

ERIC

, 20–21

Ethical approval

, 150

Ethics of care

, 123, 164, 166–167

context and literature

, 164–165

methodology

, 167–176

Family

, 3, 5, 158

tensions

, 74–75

Feminist ethics of care

, 123

Football

, 209–210

Football Association

, 211–212

Formal care systems

, 234

Foster care

, 137

Fraser, Nancy

, 2–3, 234

Freewriting

, 151

Furlough

, 126

Gender

, 106

Gender equality

, 106, 122

Gender-based violence

, 99

General Certificate of Secondary Education (GCSE)

, 186–187

Geography

, 3

Getting It Right For Every Child (GIRFEC)

, 97

Girls

, 146, 149–150

Good mothering

, 108

Government policy

, 51

Grassroots sports clubs

, 209–210, 214, 217

(de) valuing

, 211–214

‘In the Middle of Things’

, 217–220

Health

, 24

Health promotion

, 83–84

Health visiting

, 98

Health visitors

, 10

Hierarchy of Needs Model (Maslow)

, 70

High school

, 186–187

Home

, 67–68

Homeschooling

, 164–165, 169–170, 172, 176

Hooks, Bell

, 12–13, 148

Hope

, 10–11

‘Hopes and fears for babies’ future

, 109–111

Horizontal solidarities

, 238

Households

, 106

Impression management

, 114

Inequalities

, 6, 238

Informal settlements

, 66–67

Initial teacher training (ITT)

, 185

Institute of Research in Social Sciences (IRISS)

, 98–99

Interdependency of care

, 148

Intergenerational solidarities

, 237–238

Invisible in society

, 219

Katz, Cindi

, 11, 146–147, 234

Key workers

, 226

Learning packs

, 49

Lockdowns

, 3–4, 8–9, 12–13, 67–68, 139, 167, 211, 214, 217

impacts

, 9–10

measures

, 107

period

, 11

strugglers

, 148–149

survivors

, 148–149

thriver

, 148–149

London 2012 Olympic legacy

, 213

Māori communities

, 87–88

Marylebone Cricket Club

, 211–212

Mental health

, 9–10, 147–148

Mille Clubs Programme

, 213–214

Movement

, 156, 158

Mutual aid

, 238

National Governing Bodies (NGBs)

, 210–211

Nature

, 5

Near Me (virtual platform)

, 100

Neglect

, 84

New Labour government (1997–2010)

, 213

New normal

, 40, 50, 52

New parents

, 107–108

New work routines

, 172–174

New Zealand

, 82

children in affect management

, 86–89

children’s perspectives

, 89–93

participants and methods

, 85–86

Norms

, 122

Olympic and Paralympic Legacy Cabinet Committee

, 213

Online interaction

, 50

Online learning

, 30–32

Online peer support groups

, 167, 176–177

Online spaces

, 107–108

Ontological anxiety

, 146–147

Organisational spaces

, 148

Othering

, 42

Othermothering

, 6

Our Hearings, Our Voice (OHOV)

, 195

Pandemic

, 165–167

Pandemic Generation

, 84–85

Parental involvement

, 23

Parental leave policy

, 122–123

Parenthood

, 106

‘babies as perceived mirror of parents’ abilities

, 113–115

findings

, 108–109

‘hopes and fears for babies’ future

, 109–111

methodology

, 108

peaceful and oblivious babies

, 111–113

Parenting

, 10–11, 107

support group

, 164

Parents

, 125, 164, 218

and child conversation

, 137

collaboration between families and ECEC services

, 29–30

coping strategies of parents/carers during pandemic

, 28–29

impact of COVID-19 pandemic

, 27–28

engagement

, 29

online learning

, 30–32

parents/carers during pandemic

, 27–32

Peaceful and oblivious babies

, 111–113

Peer support group

, 167

Personal protective equipment (PPE)

, 100

Physical activity

, 210–211

Policy

, 3, 41

Politics of care

, 6

Postnatal support

, 110–111

Poverty

, 41–42, 66–67

intercorrelations between poverty beliefs and other study measures

, 45

Poverty Belief Scale

, 44–45

Practices of presence

, 238

Practitioners

, 42, 44, 55–56

Pre-COVID-19

, 40–41

Precarity

, 9–10, 219

Preciousness of time, troubling

, 127–128

Preschool

, 40–42

care in

, 50–52

COVID-19 and window of opportunity for care in

, 42

findings

, 43–50

and long standing care and education divide

, 41

methodology

, 42–43

PRISMA 2020 method

, 20–21

Productive work

, 128–129

Pseudonymisation

, 151

Public health

, 3, 83–84

Public sector

, 212

Racial capitalism

, 6

Racism

, 138

Radical uncertainty

, 235

Reciprocal care

, 238

Refugee

, 141

Relationships

, 97

Reproductive work

, 128–129

Research methods

, 124–125

arts-based

, 149

case study

, 168

comics

, 85–86

participatory research

, 149

systematic review

, 27

Resilience

, 9–10

Responsibility

, 167

Responsiveness

, 167

Risk

, 12, 210

Rugby

, 209–210

Rugby Football Union

, 211–212

Safeguarding

, 147–148

School (see also Preschool)

, 146, 148

closures

, 67–68

spaces

, 154–156

Schoolification

, 41

Schooling and COVID-19

, 148–149

Scopus

, 20–21

Scotland

, 10

Scotland’s Children’s Hearings System

, 192

Scotland’s Independent Care Review

, 193

Scottish Children’s Reporter Administration (SCRA)

, 192

Scottish Law

, 192–193

Secondary school

, 181, 185

Self-care

, 75–76

Shadow care infrastructures

, 209–211, 219

Shared Parental Leave (SPL) policy

, 122

Slow breathing

, 151

Social advance

, 212

Social care and justice

, 194

Social constructivist thematic analysis

, 125

Social policy

, 3

Socially distancing from parents in poverty

, 42

Socio-Economic Institute of South Africa (SERI)

, 66–67

Sociology

, 3

Solidarity

, 167

South Africa

, 66–67

Sport England

, 210–211

Sport for All

, 212

Sports

, 209–210

Sports clubs

, 213

Sports Council

, 212

‘Stay home, save lives’

, 165

Stereotyping

, 84

Stigma

, 84

Stjwetla informal settlement

, 68

Students’ experiences of care

, 152–154

Study of Early Education and Development (SEED study)

, 23

Supportive Group Online

, 169–170

Systemic resilience

, 24–25

Teaching

, 185

during lockdowns

, 181

Teaching assistant (TA)

, 186

Treasuring time

, 125–126

Tronto, Joan

, 5–6, 177, 236

Trust

, 167

Unaccompanied child migrants

, 235–237

UNICEF

, 23, 235–236

United Kingdom (UK)

, 233

United Nations Convention on the Rights of the Child (UNCRC)

, 97, 192–193

Universal Health Visiting Pathway (UHVP)

, 98

Value of time with baby

, 125–127

Vietnam

, 138

Violence against women and girls (VAWG)

, 99

Virtual hearings

Covid-19 pandemic and impact

, 194

learning from

, 203–205

negative effects

, 196–199

positive effects

, 199–203

Scotland’s Children’s Hearings System

, 192

voices of children

, 195–196

Virtual learning

, 28

Virtual learning environment (VLE)

, 185

Visibility of parents at work

, 129–131

Visible in society

, 219

Voices of children

, 195–196

Vulnerable girls

aims of research

, 68

Alexandra township and Stjwetla informal settlement

, 68

caring about community

, 72–74

concerns for future

, 71–72

coping and self-care

, 75–76

data collection

, 69–70

family tensions

, 74–75

knowledge about virus

, 71

lockdown, school closures and home

, 67–68

participants

, 69

poverty and informal settlements

, 66–67

research methodology

, 68–76

theoretical framework

, 70

Walking

, 156–158

Web of Science (WoS)

, 20–21

Welfare state

, 211–212

Well-being

, 24, 181–182

WhatsApp

, 31–32

Women’s motherhood

, 106

Work

, 164–165

during pandemic

, 169–176

World Health Organisation (WHO)

, 2

Young children during pandemic

, 24–27

COVID-19

, 25–26

experiences

, 24–25

health and well-being

, 24

outdoor activity

, 27

reading experience

, 26–27

technology

, 26

Young people

, 3, 5, 225, 236–237

Youth

, 3–4

Youth Work

, 225–229

Youth Workers

, 225

YouTube

, 31–32

Zero-covid strategy

, 83–84