Jodie Pinnell1 & Alexander Sabine 2 & Catherine Carroll- Meehan3
1University of Portsmouth, Portsmouth, Hampshire, United Kingdom
2University of Portsmouth, Portsmouth, Hampshire, United Kingdom
3University of Portsmouth, Portsmouth, Hampshire, United Kingdom
Abstract: This position paper evaluates a response to challenges faced during the Covid-19 pandemic. The creation of ‘Study Buddy Club,’ saw Childhood Studies undergraduate students operate daily online sessions with children of university staff. This provided much-needed respite for parents and carers working from home, as evidence outlines negative impacts of reduced peer interaction for children, and the loss of routine associated with school settings. With a focus on the educational needs of young children, ‘Study Buddy Club’ appealed to a ‘family-friendly’ working policy, acknowledging the disproportionate impacts of the pandemic on parents, particularly working mothers. A second aim of the project was to offer work experience for undergraduate students, who need to meet a compulsory requirement for their degree. The aims, impact and features of the ‘Study Buddy Club’ align in this paper to expose the difficulties families faced in the pandemic and the role of a simple, yet effective solution.
Keywords: Covid-19, Remote Education, Online Engagement, Homeschooling, Parents, Families, Work Placements, Working from Home
Published: December 1, 2021
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), December 2021, Vol.8, No.4