| Person - the developing person |
Child growth and development |
Situations in children’s daily life |
[...] he eats well, he eats alone, it’s not work. (I7)
[...] eat more on television, watching. (I3)
[...] he sleeps well, he sleeps all night [...]. (I7)
He sleeps in the same bed with me. (I5)
[...] difficulty sometimes putting him to sleep, sometimes he wants to go late [...]. (I7)
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Conceptualizing child development |
[...] I think it’s the child learning things, developing things. (I1)
[...] it’s the child being smart, being smart, being unwound. (I3)
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| Process - parental relationships between caregiver and child |
Process: relationships between caregivers and children |
Interactions in care, games and support for learning |
[...] my role inside the house I think is to take care of them, to do things around the house, to play with them, to teach them things, to do the chores [...]. (I6)
I like to take care of my children, to pay attention to them. (I6)
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Caregiver wear |
I don’t really see myself as a mother, I see myself more as a maid, I don’t know, because it’s the same thing all day long, bathing, eating, doing things [...] I feel practically like a maid in here. (I5) |
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Needs for changes in maternal self-assessment |
I wanted to learn like this, to have a little more patience, to teach them, to have more patience to teach [...]. (I5) |
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Positive and negative parenting practices |
He is always praised [...] it is [...] a right thing, a thank you that asks [...]. (I2)
If I see that it’s not working, I’ll punish her [...] I’ll make her sit in the corner, on the chair. (I4)
I give a little slap; I’m not going to lie. (I3)
Sometimes I speak ignorantly. (I4)
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| Context - changes from the COVID-19 pandemic in the microsystem (family), mesosystem (school, daycare, health service, leisure, parents’ work), exosystem (local and global epidemiological context) |
Context of the COVID-19 pandemic in the microsystem, mesosystem and exosystem |
Changes in the child |
He is a back teller. (I6)
He keeps yelling at me. (I3)
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Caregiver wear |
How often do I feel stressed? It is almost always. Then the person is alone at home, there is that tiredness [...] they are also discouraged. (I5)
What bothers me the most is staying indoors, not being able to go out. (I6)
What makes me sad? I think the difficulties, right, which are many, because I’m alone to take care of him, it’s a lot of difficulty, you have to manage and there’s also the issue of water, there’s a lot of water missing here. (I7)
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Division of responsibilities and parental participation |
If it was to change, it would be for the father to pay more attention, but as much as he can, he pays attention, he plays, everything. (I6)
One cooks lunch, another sweeps the house, another washes the dishes [...]. (I1)
[...] yes, he participates, he is not his father, but he is very affectionate with him, very affectionate indeed, plays with him, bathes him, helps with food [...] he does everything. (I3)
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Support network of neighbors and family |
[...] yes, a neighbor, as I work, I pay her to stay with him during the day. (I7)
When he goes to my aunt’s house there’s only him, my aunt and her husband, then when he comes back from there [...] he gets very back teller [...] she ignores him. (I6)
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Leisure activities |
We went out a lot, we took them to the beach, [...] the family had fun, but with the pandemic we are not going out. (I6) |
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Reduced access to health services |
At my health center they say that they are only doing care in extreme cases [...] because of the pandemic [...] it’s difficult to make an appointment. (I2) |
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Support for learning and absence from school |
[...] I tell him, “Let’s play school”, then the colors, he knows the colors, what the letters are, these things and she also joins in the game, because it’s a way that I have to activate her brain. (I2)
In the task I say: come, then I’ll sit with him, but then my patience, my psychology I don’t have anymore [...]. (I5)
[...] that she can study, that the schools start to return to normal [...], that she can go to school to have a better future. (I4)
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Prevention measures |
I’m wearing a mask, I have gel alcohol, and everything I bring from the street I spray with alcohol at 70. (I3) |
| Time - microtime, mesotime and historical perspective |
Time of care and future perspectives |
Time in the caregiver-child relationship |
[...] I spend all day now, with the pandemic all day. (I1)
I work, then I only get home around 6, 6 and a half, then when I get home, I stay with him. (I7)
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Future prospects for children |
[...] I wanted him to study more, continue his studies, which I didn’t do, right [...] get into college, have a profession. (I7)
I only see my son formed; I only see my son a man with a good heart mainly. (I2)
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