During the pandemic, the focus has been on how education and social interaction with peers were integral to children’s functioning. However, very little regard was given to another very important question- how do our children feel about the pandemic and how do they process this experience? Why is it assumed that cognitive functioning and social interaction are the most significant areas of child development? What emotional factors are at play? Are the children alright? How are their families coping and does this have an impact on the children? What I hope to achieve by compiling this edited collection is to bring awareness to the child’s perspective, within the family unit, in addition to addressing other contributing factors that had an impact on their coping mechanisms. This collection will hopefully inform whether the choices, that were made and should be made related to children, have been sound ones and perhaps should be re-examined as a result of this book’s findings, conclusions and speculations.

Linda Rose Ennis, Ph.D, is a psychoanalytic therapist in private practice, a family mediator, an author, lecturer, affiliated with York University. Her education includes the following; a Ph.D. in Psychology and Education; a Masters in Education; a Diploma in Child Study and a teaching degree from the University of Toronto. She has written and spoken extensively on her research in her area of expertise, “On Combining Motherhood With Employment”, which was the first qualitative piece done in this area. She has written contributions in the Encyclopedia of Motherhood, discussing the “empty nest”, the “mommy track”, and has contributed a chapter entitled “Contract-Faculty Mothers: On The Track To Nowhere” in O’Brien Hallstein & O’Reilly’s book entitled Academic Motherhood in a Post-Second Wave Context (Demeter Press: 2012). Most recently, she has published her edited collection, Intensive Mothering: The Cultural Contradictions of Modern Motherhood (Demeter Press: 2014).

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