In this time of global pandemic, there has been much adult discourse around what children need both academically and at home, emphasizing structure and continued learning across content areas. Missing from these discussions and recommendations are the perspectives of children themselves. Children, many of whom lack access to their own communication devices as well as social media and personal e-mail accounts, have felt the impact of separation from peers. This article examines ways in which a diverse group of 9- and 10-year-old children resisted the isolating circumstances early in the COVID-19 pandemic through creating and repurposing digital spaces to connect with friends, classmates, and family members.1

This article wonders how reconsidering conceptions of time in research with children could expand and complicate notions of childhoods. Drawing on Karen Barad’s (2016, 2018) writing on temporal entanglements alongside Katherine Stockton’s (2009) discussion of growing sideways, research is reviewed and data from a participatory study reexamined. These divergent notions of temporality blur boundaries between childhood and adulthood and privilege perspectives often marginalized. The conclusion discusses implications of temporal orientations when researching with children including conceptions of pandemic time.

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