5.2 Respondents’ demographic information

random and train him to become any type of specialist I might select a doctor, lawyer, artist, merchant chief and yes, even into beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. (p. 10) A few years later, Watson tempered his claim but did not work acknowledged the importance of social learning as well. Known as the “father of behaviorism” because he advocated focusing on actual behavior rather than introspection, which had previously been the purview of psychological inquiry, Watson also fathered his views when he wrote that “it is what happens to individuals after birth that makes one a hewer of wood and a drawer of water, another a diplomat, a thief, a successful businessman or a far-famed scientist”.

His child-rearing manual, Psychological Care of Infant and Children (1928), was intended to guide parents in rearing psychologically healthy children and to be a companion to healthrelated manuals from pediatricians, such as the one authored by Dr. Holt (discussed in Chapter 1). Watson’s theory was based on classical conditioning. Classical conditioning involves learning a new behavior merely by the process of association. In simple terms, two stimuli are linked together to produce a new learned response in a person or animal. Classical conditioning involves pairing a previously neutral stimulus (such as the sound of a bell) with an unconditioned stimulus (the taste of food). This unconditioned stimulus naturally and automatically triggers salivating as a response to the food, which is known as the unconditioned response. Watson recognized the utility of classical conditioning for controlling fears in children and curing such common problems as shyness. He also warned parents of the dangers of coddling (giving too much affection to) infants, because he was convinced it resulted in “learned invalidism.” Watson believed that the prudent use of

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classical conditioning represented a powerful environmental tool to allow parents to influence their children’s development (Horowitz, 1992).

3.3 Scientific Theories Addressing Parenting

There is no comprehensive theory of parenting, although various investigators have attempted to formulate one. As early as 1959, Benedict (1949) recognized parenthood as a developmental phase of life. Sameroff and Feil (1985) proposed four cognitive stages of parents’ thinking about their children, with more advanced levels of thinking reflecting increasing differentiation of the parent and child. Ellen Galinsky (1981) developed a theory of parenting comprised of six orderly stages that are tied to the age of the child. The stages are image-making (preparing for parenthood); nurturing (birth–2 years); authority (2–5 years); interpretive, or helping the child understand the world (5–12 years); interdependent when parents need to develop anew their relationships (adolescence); and departure (late adolescence).

Although there are few empirical efforts to validate this theory, Galinsky’s work has been critiqued on both methodological and theoretical grounds (e.g., Demick, 2002, 2006). How children develop and what influences their development are two of the central questions in psychology. Those two questions span a wide range of theoretical perspectives. There are many such theories to choose from. For more than 100 years, theories about children’s development and how parents influence that progress have been generated. Theoretical approaches to the study of parent-child relationships differ widely on a variety of fundamental dimensions. They contrast in their scopes, such as viewing parent-child relationships either from an ontogenetic (development of individuals over their life span) perspective or a phylogenetic (development of the species over time) one. Although the multiplicity of theories can, at times, be daunting, they provide a foundation for understanding the research findings described throughout the book. We begin this overview of theories with what can be described as the two classical theories: attachment theory and behavioral theory.

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Figure 1: Conceptual Framework

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Chapter Four

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4.1 Methodology:

I wanted to investigate this issue to have an in-depth understanding of the effects on the children’s daily routine during Covid-19 in rural and urban area of Bangladesh. Their daily routine, studying pattern, feelings, social behavior, peer attachments, mental health, physical wellbeing, mood and many other things are no longer similar to pre-pandemic period. The problems and challenges related to this topic deserve both qualitative and quantitative in-depth investigation approach.

4.2 Study Area:

The importance of research site selection is enormous to report not only actual practices but also cultural, social and economic conditions that shape those practices. Place contextualizes where policy decisions are to be implemented and it helps identifying the kind of steps to be taken to over barriers. For my research, 3 villages were selected in Gaibandha district and 3 city areas were selected in Rangpur city. Upon the acceptance of tje proposal, I randomly chose and then visited those areas as a prior rapport building phase. These actions required budget, as included in the budget section of the proposal, and that's why I was there only confirming that 3 rural areas from Gaibandha district and 3 urban areas from Rangpur district selected randomly.

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4.3 Research participant:

Research sample is the process of choosing a representative proportion of population. After selecting the 6 areas for the study collected data about the total number of families who had children aged between 5 to 17 years. That was because within this range children are usually already in their schooling process. This proposed research will be dealing with time management and daily routine of children who normally would have been busy with their studies outside home if there were no Covid 19. However, after having the total number of those families we purposively selected 20 families from each area. Finally, I had 120 families as my sample for data collection. So these families my unit of analysis for the research.

4.4 Source of Data:

A mixed approach of Qualitative and Quantitative methodology has been used in this research. Data has been collected from sources which are given below:

Primary sources of data Secondary sources of data

Primary sources of data: Primary data have been collected from the research field. The methods are used for collecting primary data are Questionnaire Face to face interview Observation Secondary sources data: Secondary data have been collected from newspapers, books etc.

4.5 Data analysis and procedure:

Data collected from field visit is edited properly. After editing the collected data, information are classified on the basis of their characteristics. Data processing refers to the process of converting data from one format to another. On the other hand, data analysis consists of examining, categorizing or otherwise recombining the evidence, to address the initial propositions of a study. Primary and secondary data are analysis both qualitatively and quotative according to the characteristics of data. The collected data were analyzed, summarized, calculated, edited, formatted, tabulated and classified according to the objective of the research the collected data were also processed systematically in research approaches according to predetermined variables like age, education, occupation, income etc which was classified on the basis of quantitative approach. The collected data were then analyzed and interpreted by using some statistical tools and techniques like diagram, frequency table, table and case study.

4.6 Ethical Concerns

An ethical guidance has been followed in this research. The confusing question and harmful activities Have not been taken. Every participant has been interviewed with their consent in a

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written form. The respondent has given interview willingly and comfortably. There was no any pressure or force on them and entire respondent was unknown for the researcher. So the whole data collection procedure was unbiased. The information of the participants has not been used for any other purpose without this research. There was taken care of full confidentiality.

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Chapter Five

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5.1 Findings of the Study

A positive association of shutdown and social distancing with the fear of losing one's own or a family members' life, influenced by a lack of healthcare treatment, reveals that, due to the decision of shutting down normal activities, people may be experiencing mental and economic stress. However, a positive association of the socio-economic impact of the shutdown with poor people's suffering, the price hike of basic essentials, the hindering of formal education, and the possibility of a severe socio-economic and health crisis will be aggravated. Moreover, there is a possibility of a climate change-induced disaster and infectious diseases like dengue during/after the COVID-19 situation, which will create severe food insecurity and a further healthcare crisis. This study contents the analysis of the study of who is the respect to its demographic feature and other socio-economic criteria in the covid19 in the rural and urban. This is study is mainly best wonder primary information who is has been collected through the survey of the rural and urban children and parents who provided me. Most of the important determinants of the social-economic and demographic status of the COVID 19 effects the children's daily routine which also affect the family income also affect the children's daily life also affects the parenting system. From the several illustrated data in this study, we may well get the income effect of the family the educational effect of the family also the others cultural activities or others effect which also discuss which is really important for analyzing their life history and changing the daily routine of children and parenting Rural and Urban.

There was a positive significant association between fear of the COVID-19 outbreak with the struggling healthcare system of the country. Also, there was a negative association between the fragile health system of Bangladesh and the government's ability to deal with the pandemic, revealing the poor governance in the healthcare system.

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5.2Respondents’ Demographic Information

Figure 2: Respondents’ Demographic Information

Age distribution

5–9 years old 10–13 years old 14–17 years old

Father’s occupation Job

Business Others

Mother’s occupation Homemaker

Job Business Others

Pattern of Family

Join Nuclear

Earning Member of Family

1 2 3

Residential Status

Rural Urban 27 (20)% 65 (55.83%) 28 (24.17%)

69 (60.83%) 21 (15.83%) 30 (23.33%)

63 (52.50%) 39 (32.50%) 9 (7.50%) 9 (7.50%)

17 (14.16%) 103 (85.84%)

59 (49.16%) 38 (31.67%) 23 (19.17%)

60 (50%) 60(50%)

A total of 120 respondents ages 5 to 17 years old participated in this study (Table 1). The highest number of respondents (55.83%) was 10–13 years old. The fathers of the respondents were mostly (60.83%) employed. However, their mothers were mostly (52.50%) homemakers.

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5.3Leisure Time Activities During COVID 19

Figure 3:

Leisure Time Activities During COVID 19

The “vacation” during Covid-19 provided children with unlimited leisure time. Instead of going to school, spending time with friends and teachers, and playing at the schoolground, they were confined in their homes. We investigated their activities

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during leisure time. Ninety-five percent of the respondents browsed the internet during their leisure time. In contrast, only 60.83% of the respondents read storybooks. Spending time with family members was a popular choice for their leisure time. Playing with siblings (81.67%) and cultural activities (58.33%) such as singing, dancing, and drawing were other preferred activities for leisure time. Although 75.0% of the respondents reported they used the internet during their leisure time, 98.0% claimed they use the internet out of necessity. Most (69.17%) used their mobile phone to access the internet either during their leisure time or a formal time (class). Only 10.83% of the respondents used the internet only for online classes. Apart from online classes, the respondents used the internet to listen to music, chat with friends, and watch movies or serial dramas (64.17%, 97.5% and 52.5%, respectively). Virtually all parents (97.5%) of the respondents knew their children were using the internet. Slightly 15.83% of the respondents used the internet for 1 to 3 hours per day, and 72.5% of the respondents claimed their parents never scolded them for using the internet. A 16-year-old respondent from a school admitted she knew it was not good to use the internet too much, but she could not stop herself from using it.

During this time of social distancing and quarantine it is important to remember to engage in healthy leisure activities. It is easy to get sucked into Netflix, TV, video games, and social media but it is more important to take time for yourself away from the screen. This is a list of ideas to engage in while stuck at home. A good rule of thumb is to limit your screen time - for every hour of TV, try to do something away from the screen for an equal or longer amount of time.

Here is a list of leisure activities to engage in while stuck at home during coronavirus:

Cultural activities

This is a great way to quiet the mind. Playing calm music and coloring is an effective form of meditation and helps to stay present in the moment. There are plenty of printable coloring pages online. If you are at home with your children, Crayola has a bunch of resources and kid-friendly options! This is another mindfulness, relaxation option and is great if you don’t have coloring materials at home. You only have to have a pen and paper! Start with the outline of a shape, object, animal, etc. and fill in

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the space between the lines with different patterns! Even if you make a mistake keep working.

Reading Story Book

Do you have books laying around that you have always been too busy for? Now is the time to read them. You can even connect with friends via FaceTime or the WhatsApp to start a virtual book club. If you have a Kindle, download something new from your local library

helping Mother

It is important to continue with physical movements, whether you want intense exercise or light stretching. There are plenty of online options, both nationally and locally, and many of them are FREE! Check out fitness brands like CorePower Yoga for their On Demand streaming or Planet Fitness who is offering free live stream classes on Facebook Live at 7pm ET daily. Fitness Blender is another option that provides a customizable exercise routine for you at home workout needs.

Playing with Sibling

It is important to get outside for fresh air as much as possible, but make a goal to do it at least once a day, if even to just sit on your patio. You can social distance by going for a walk around the neighborhood, go on a nature scavenger hunt, ride your bike or take your book outside to read. Utilize nature and the sunshine to help brighten your mood.

Internet browsing

There are so many options when it comes to music genres and also so many options for streaming. Broadway is offering virtual shows and many performing artists are doing living room performances. Music is even offering music festivals through streaming. This is a great time to expand your horizons and introduce yourself to new things. This is also a great time to catch up on any podcasts episodes or listen to that podcast that your friends have been raving about. Facebook, YouTube, Twitter and Instagram are some of the many places to find podcasts. Keeping your mind sharp is important and word games are a great way to test your skills. If you don’t have any

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word search books, print some puzzles from The Word Search or Online Crosswords which uploads new puzzles daily. You can also play word games with friends through apps like Words with Friends or Scrabble. Board games are a great way to spend your time while at home. If you have several games, try to play a new game every day. If you don’t have games at your disposal, try Charades or Pictionary. You can enjoy these games as a “Free Fire” option where the players make up their own cards. This is another great way to stimulate your brain and have a little fun. You can play games with your family or alone.

Spending time with friend

Journaling allows for self-expression and can help you cope with your emotions. You can use these journal prompts to try to help you get started. Have you gone through all of your quarantine snacks? Now is a good time to try those recipes that you have been wanting to try. We all know that food and mood are connected, and studies show that baking and cooking can help lower stress.

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5.4Effects On Children For Long Vacation

Figure 4: Effects on Children for long vacation

Parents Quarrel a lot, don't like this at all

Missing School playground to play with friends

Parents force to study, don't know what to study, feeling upset

Parents Scold for no reason, feeling upset

Feeling very happy for not having any exam

Missing friends badly

0 20 40 60 80 100 120

Percentage Number of Respondents

The children understood the reason for the long vacation, but 82.5% wanted their school to be reopened very soon. Due to the vacation, they (92.5%) missed their friends. Fur-the more, most of them missed their school’s tiffin period. More than half of the respondents (85.83%) missed their school playground, where they used to play with their friends. Almost one-quarter (32.5%) of the respondents said their mother forced them to study, but they did not know what they should study during the vacation. Moreover, 24.17% of the respondents said they were upset because their mothers scolded them for no reason.

The COVID19 pandemic and its economic and social consequences will hurt some children more than others. In particular, COVID‑19 exacerbates the risks of children

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experiencing maltreatment, violence at home, and poor nutrition, while lockdown measures reduce opportunities for children to participate in extra-circular activities, to come in contact with supportive adults at school and in the community, and to access the justice system and child protection services. To a varying extent, these issues intersect with income poverty and poor housing, with the common denominator being that children in poorer families are more exposed. The gravity of health, sanitation, family-income, housing and schooling issues are particularly pronounced for children in developing countries or poor areas in countries with large income inequalities. People living in or near poverty often lack disposable cash and, in many developing countries, they cannot easily access and/or purchase food.

Furthermore, in developing countries, the vast majority of children live in informal sector households with limited access to health and/or social protection through work. Hunger, malnutrition, pneumonia and other health-related shocks and stresses compound vulnerability to the virus and contribute to a vicious cycle of disease, destitution and death. Poverty can fuel contagion, but contagion can also create or deepen impoverishment. For that reason, one cannot fight the COVID‑19 spread without tackling poverty. Universal health coverage has become a policy priority in many developing countries, but achieving this objective is particularly challenging, as in many low- and middle-income countries healthcare systems are underdeveloped and public revenues to finance expansion are limited.

The current crisis will aggravate health concerns beyond COVID‑19 for many children as measles immunization campaigns have been delayed in 24 countries and will be cancelled in 13 others, putting more than 117 million children at risk of missing out on measles vaccines. COVID‑19 and the associated policy response have already led to a huge downturn in overall economic activity and employment, and are likely to increase global poverty. Summer, Hoy and Ortiz-Juarez, estimate that as many as half a billion people, or 7% of the world's population, could fall into poverty and some regions, the negative effects could lead to poverty levels equivalent to those recorded 30 years ago. Vos, Martin and Laborde suggest that the increase in absolute poverty will be greatest in south-Saharan Africa, where 40‑50% of the global poverty

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increase would be concentrated. Girls in developing countries face risks of early marriage and teenage pregnancies.

Every year, 12 million girls are married before their 18th birthday, and about 7.3 million births per year are due to teenage pregnancies. In the aftermath of the Ebola epidemic in Sierra Leone, the increase in teenage pregnancies was most pronounced in vulnerable communities. Adolescent pregnancy rates increased drastically as a result of: school-closures, and the loss of parents or primary adult careers left children without resources, often homeless, and forced them to resort to new ways to find food, including exchanging sexual favors for girls; the loss of access to contraceptive items because of the disruption of supply chains and reduced access to health centers; and, the higher exposure of adolescent girls to gender-based violence.

COVID‑19 will also defer public efforts to combat early marriage and female genital mutilation, while increasing poverty is anticipated to increase rates of child marriage and teenage pregnancies in vulnerable communities. The total effect of the COVID‑19 pandemic is projected to result in 13 million additional child marriages.

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5.5Use of Internet During COVID 19

Figure 5: Use of Internet During COVID 19

Item

Do you use the internet during the vacation?

Yes No

How many hours do you use the internet in a day?

Less than 1 hour 1–3 hours 3–5 hours More than 5 hours

What device do you use to go on the internet?

Mobile Laptop Desktop Others (e.g., TV, iPad)

What activities do you do with the internet? (more than one answer was counted)

Chatting with friends Watching movie/serial drama Using social media Watching cartoons Listening to music Doing online classes Playing games All the above None of the above Other activities

Do your parents know about your internet use?

Yes No Maybe

Do your parents scold you for using the internet?

Yes No

Do you want your school to be reopened very soon?

Yes No n (%)

118(98.33%) 2 (1.67%)

23 (19.17%) 19 (15.83%) 37 (30.83%) 41 (34.17%)

83 (69.17%) 17 (14.17%) 13 (10.83%) 7 (5.83%)

117 (97.5%) 63 (52.5%) 107 (89.17) 39 (32.5%) 77 (64.17%) 67 (55.83%) 71 (59.17%) 43 (35.83%) 3 (2.5%) 3 (2.5%)

117 (97.5%) 0 (0%) 3 (2.5%)

87 (72.5%) 33 (27.5%)

99 (82.5%) 21 (17.5%)

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There will be individual and relational differences in how parents are influenced by the

COVID-19 pandemic. It is also likely there will be different experiences at the beginning, middle, and end of the pandemic. For instance, the public health measures were stricter in the early weeks/months, and there was unknown information about the virus. The current exploratory study was designed to understand how parents perceived their parent–child relationships were influenced by the early weeks of the COVID-19 pandemic. Consistent with previous conceptualizations of adulthood age groups, experiences of parents were examined by early, By late May 2020, at the time of writing of this article, over 200 countries and territories in the world were affected by the Coronavirus pandemic. This included most urban clusters and even rural regions.

With the spread of the pandemic, almost all regions have implemented lockdowns, shutting down activities that require human gathering and interactions - including colleges, schools, malls, temples, offices, airports, and railway stations. The lockdown has resulted in most people taking to the internet and internet-based services to communicate, interact, and continue with their job responsibilities from home. Internet services have seen rises in usage from 40 % to 100 %, compared to prelockdown levels. Video-conferencing services like Zoom have seen a ten times increase in usage, and content delivery services like Akamai have seen a 30 % increase in content usages. Cities like Bangalore have seen a 100 % increase in internet traffic.

The lockdowns across countries have entailed a rise in the use of information systems and networks, with massive changes in usage patterns and usage behavior. Employees are adjusting to new "normal” - with meetings going completely online, office work shifting to the home, with new emerging patterns of work. These changes have come across most organizations, whether in business, society, or government. The changes have also come suddenly, with barely any time for organizations and people to plan for, prepare and implement new setups and arrangements; they have had to adjust, try, experiment, and find ways that did not exist before.

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Though now, in late May 2020, the pandemic is receding and stabilized in certain countries, it is still on the increase in many others, and with serious threats. Experts in most countries are wary of the possibility of the disease spread re-emerging, and that lockdown norms may be relaxed carefully and slowly with social distancing at the core of the new normal.

It is in this context that we see the use of information systems to continue in the same vein for some time in the foreseeable future as during the lockdown. We examine the possible scenarios in this surge in information technology usage during and post the pandemic. Our estimation of these effects assumes that there was a digital transformation already underway, before the pandemic set in, and it will take certain forms owing to the impact of the lockdowns. In the next section, we examine the impact of the Covid-19 pandemic on the use of digital technologies, where we discuss some possible scenarios and research issues of the post-pandemic world. The next section summarizes the implications for research and practice, and in the last section, we present our conclusions.

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5.6Relationship with Parents and Children Before and During Covid 19

Figure 6: Relationship with Parents and Children Before and During Covid 19

Parents and children have likely experienced a variety of changes as a consequence of the COVID-19 pandemic. To slow the spread of the virus, public health interventions were implemented, and by March 23, 2020, 43 states had state-wide stay-at-home orders. This led to changes for parents and children as schools and childcare agencies closed, work expectations shifted, and socializing opportunities became restricted. This resulted in “profound changes to family routines and rituals that are often taken

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for granted,” but there was likely “considerable variability” in the ways families were impacted in the early weeks of the COVID-19 pandemic.

Many parents of school age children found themselves balancing working from home while caring for and educating their children. However, this balancing of new roles may be different for father–child and mother–child relationships. Although father engagement in childcare responsibilities and time spent with children has been increasing, mothers continue to spend more time with children and do more of the childcare responsibilities. In general, during the pandemic, parents have had to increase their time spent caring for their children, but mothers have continued to spend more time on childcare responsibilities than fathers and have also experienced a higher likelihood of reducing work hours, transitioning out of the workforce, and experiencing higher psychological distress.

It is unclear how these new roles might have influenced parent–child relationships, but it is possible with limited interaction outside the home and parents taking on more roles in their children’s lives that there could be increased strain on parent–child relationships. For instance, in qualitative pandemic research, adolescent indicated that they felt isolated and some reported arguing more with their parents. Further, the quality of parent–child interactions with young children could have also potentially declined during the pandemic as mothers of young children have been reported to be at higher risk for parenting-related exhaustion. Although, parent–child relational experiences may have been more typical earlier in the pandemic because there was not a clear perspective on the potential duration of the pandemic.

Parents and children of all ages may have experienced increased social isolation, economic challenges, and limited access to supportive resources. Adults over the age of 65 are at higher risk of getting seriously ill or dying from COVID-19. Parents in late adulthood may have also experienced disrupted family routines in order to stay protected from contracting the virus—especially those grandparents providing care for grandchildren while their adult children work and older adults receiving care from their adult children.

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Parents in late adulthood may have also experienced more demonstrations of concern from their children during the pandemic as adult children “transition from the one being protected in the relationship to the one who is doing the protecting. In emerging qualitative research with older adults during the pandemic, participants reported that they were worried about their adult children’s health and were missing their families. Although, these same older adults reported that they were still connecting with family and friends via technology during the pandemic. Women in late adulthood reported higher rates than men in viewing digital communication as a source of joy during the pandemic.

At present, research with parents during the COVID-19 pandemic has primarily focused on parenting stress and burnout of parents of school age children. Brown and colleagues indicated that parents did experience changes in mood and increased general stress levels during the COVID-19 pandemic, which is problematic because these parents also likely had lower access to support from external sources. Potential risks of increased parental stress have been reported to be child abuse or decreased parent–child relational quality due to “coercive cycles in parent–child interactions”. As research on the COVID-19 pandemic and parent–child relationships continue, there would be value in expanding research beyond parent–child relationships with school-aged children and to begin to understand parent–child relationships across the lifespan.

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5.7 Changes Children’s Daily Routine During COVID 19 Urban and Rural

Figure 7: Changes Children’s Daily Routine During COVID 19 Urban and Rural

However, the majority of parents also reported increased positive interactions at home, including having more quality time together, feeling closeness, showing love and affection and observing resilience in their children. Parents often reported increases in both negative and positive interactions with children due to the COVID-19 pandemic, possibly due to increased opportunities for family interactions overall. Furthermore, a larger proportion of parents stressed about financial concerns due to the pandemic reported having more quality time, showing more love and affection and observing resilience in their children. A larger proportion of parents stressed about worsening mental health problems reported showing more love and affection with their children. Increased time and flexibility at home has created conditions for families to engage in

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more conversations and activities together. Previous research has found that while parenting pressures during the pandemic have increased, so have opportunities to strengthen family connectedness. Our results indicate that strengthened connectedness may be particularly salient for families experiencing heightened stress due to the pandemic, although the specific mechanisms underlying these associations are unclear.

A shortened version of the questionnaire was used to assess children´s participation in daily activities. Using Likert-type scales, both parents and children reported on the weekly frequency and time spent in 11 types of daily activities, as well as the number of hours of sleep. For each activity, participants also reported the level of children´s engagement with the activity (e.g., satisfaction, interest, focus) using Likert-scales. In the present study, two different domains of activities were considered in the analyses: the movement activities domain encompassing sleep (hours per night), physical activity, active play, TV, gaming/internet, and socializing online, and the learning and socialization activities domain encompass-ing play (toys, games, hobbies), creative leisure (reading/writing, drawing/painting, playing an instrument), family meals, activity with parents (parent-child joint activities), household chores, and school at home (distance-learning on television, tutoring with school-teacher, homework).

A weighted score representing the intensity of weekly participation in hours was created for each daily activity by multi-plying the weekly frequency by the number of hours spent (for sleep, the number of hours per night was considered). An average score for children´s engagement levels across each activity domain was calculated. In preliminary validation procedures, the original has provided satisfactorily valid scores of the intensity of weekly participation of children in daily activities in terms of distribution and accuracy, with estimates in line with previous literature. In addition, differences according to child characteristics (gender, grade, chronic condition, learning disabilities) showed a good level of sensitivity of the measure. Because the instrument is constituted by ordinal/categorical items that measure the intensity of children´s participation in different types of daily activities (multiple dimensions/constructs of daily life) and is not specifically measuring an underlying unidimensional construct, the short-form´s intensity scores presented an overall low Cronbach´s alpha. With the exception for four parents, participants stated that their

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daily schedule and routines changed with home quarantine. More than half mentioned having a more flexible eating, sleeping and waking schedule. One Turkish parent stated that because all family members were at home during the day, even if they got up early, they did not feel sleepy in the evening and therefore began going to bed late and getting up late. According to Ali (Turkish father), before quarantine, they played together during the evenings, but during quarantine engaged in these activities in the mornings too.

Some Urban parents stated that quarantine meant there were no outdoor activities but more responsibilities and more cleaning. Amena mentioned that their routines stayed the same, but that her daughter could not go out. This meant they had to engage in activities at home. Agit stated that his son started to take more responsibility for helping his parents with simple tasks, such as putting plates on the table. However, four parents stated that home quarantine did not change their daily routine

Comparing Rural and Urban

Comparison between Rural and Urban was justified at two levels: the general discourses of parenting in the two countries, and specific discourses of COVID-19.

Firstly, Rural and Urban share significant similarities in parenting cultures. Both societies have seen an increasing proportion of working parents (especially working mothers) in their rapidly growing economies, with many parents relying on support from grandparents, sometimes even as primary carers. Parent-child contact time is thus often limited on a daily basis. In addition, Rural and Urban are both experiencing changes in parenting cultures. Whilst traditionally patriarchal and authoritative parenting styles are still prevalent in both countries, more supportive, liberal, and equal parent-child relationships are now emerging.

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Secondly, Rural was the first country in the world to experience the COVID-19 outbreak, where lockdown and quarantine policies were actioned before other countries. Guidance was issued from various national and local resources to support parents in caring and educating their children in quarantine, but how this was experienced by families was not much reported in media or empirical research. When the interviews were conducted, Rural already emerged from the lockdown and parents and children started to return to their normal daily lives. In Urban, after schools were closed and online education process had started, a distance education system was established to support students academically and socially and a psychosocial support system was developed by Ministry of National Education. Educational Informatics Network was improved for distance education and collaborated with Radio and Television Corporation to serve effectively.

More also aimed to help parents to deal with the negative psychological effects of COVID-19 so a psychosocial support system involving counsellors was established. Moreover, Vocational and Technical Training Schools were supported to produce much-needed materials and equipment in pandemic days. When the interviews were conducted, there was still a lockdown in several cities of Urban at weekends.

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5.8Negative Experiences During COVID 19 in Rural and Urban

Figure 8: Negative Experiences During COVID 19 in Rural and Urban

When parents were asked about negative moments, six Rural and two Urbanl parents discussed their children’s tantrums, with Fan (Rural father) mentioning how his daughter often cried to solve problems, and that he and his wife usually let her cry alone. Chen (Rural mother) also said: It's strange, suddenly, for example, it’s possible that she doesn't particularly like people talking about her. For example, if she heard it in another place, she would be very angry and go into the room as soon as she threw it at the door. And then let us think, what's wrong with us? In fact, we didn't talk about her inappropriate behavior, but just about her lovely behaviour. Five (1 Urbanl, 4 Rural) mentioned discipline strategies they had to use, including shouting at the child,

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using corporal punishment, or leaving the child alone. Amena (Rural mother) stated that most parents transferred their anxiety onto their children through questioning, blaming, and punishment. An Na (Rural mother) described how she punished her child.

sometimes I would spank her when she made me angry. It was not the kind of fight. Then one day, I felt it was useless. I say you go to the dark room. We had a neighbor who did so. My daughter kept crying in the room and said, "Mom, I'm afraid I don't want to be in the dark room’. She would rather choose to be beaten than be closed in the dark room. After I let her out, I said: 'Did you admit it? Were you wrong? (Reproaching tone)' Then she said: 'I was wrong, I admit it.' (Children's angry voice) After I regained my calm, I asked her if she knew the switch in that room. The switch in my house is within the reach of a child's hand but at that time, she was too collapsed to think about turning the light on. Five Urban parents, said the quarantine process resulting in the child and parents becoming too close. Tahir (Urban father) said that they were stressed because they were not used to such a close relationship. He also added that his child generally needed attention during the quarantine but he was not used to focusing on her so much. Therefore, his wife and he sometimes said “It is enough! We hope it will finish soon and we will go to work.” Enhanced exposure to electronic screens was another issue mentioned by four parents (1 Urban, 3 Rural), with Agit (Urban father) and Feng (Rural mother) stating that their children always wanted to play with mobile phones during quarantine. Rui (Rural father) said: because the Internet and mobile phones are particularly developed now, you are easily involved in the information of the Internet and mobile phones sometimes unconsciously. I think the worst thing is that sometimes I tell my daughter to watch TV for a while, and I will go to watch the mobile phone for a while.

I think it may be a long time sometimes. Three Urban and one Rural parent said that taking care of the child on their own when working from home was a negative experience. One Urban mother, Salma said that while working from home, it was too hard to deal with her child. When she had a meeting, her daughter sat in front of the TV or stood behind her. Her child could not play or do some activities alone because she had stayed with someone such as grandmother or babysitter since she was born.

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Therefore, it was not easy for Salma to concentrate on her work. Three Urban parents found social isolation very difficult. Nasrin (mother) said she wished she could have taken her son to a park or a market because she normally was unable to spend as much with him as during the quarantine. Two Urban and one Rural parent stated that changes to routines and roles within the home was especially challenging. A Urban father, Tahir mentioned how his daughter sometimes woke up at five or six am and required her parents’ attention until 12:00 am. He also thought that he had not been attentive enough to his children before quarantine, with the result being that they lacked common interests to undertake together during quarantine. Two Rural and one Urban parent said that their children misbehaved. For example, Juan (Rural mother) stated that she and her husband got angry with their son because of his poor behavior. Three Urban parents emphasized their child’s boredom, fear of going out, and experiences of missing friends as being particularly negative. Mahmuda (Urban mother) said: Nowadays we video chat with our friends and sometimes my son is near to me. For instance, some days ago I said, “come and chat with your friends”, but he refused and responded, “I don’t want to see my friends on the screen. Then, he cried and went to his room.

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5.9 Peer relationship effect

In school, children share their experiences with their peers. In the urban areas of Bangladesh, the number of children a family can have is controlled by the family planning project introduced by the government. Moreover, in Dhaka, most families are nuclear in nature. For these reasons, the school plays a key role in building social relationships in the absence of siblings and extended family members. But during the pandemic, home confinement and school closures have affected the development of peer relation-ships. Peers can judge good behavior and positive thinking, but it is impossible for them to practice these skills in online classes. Students do not have psychological support from their peers in the absence of group work and the opportunity to develop emotional attachments.

5.10 Distress and psychiatric conditions

Children are used to staying in their schools every weekday for more than 5 hours, on average, which has been interrupted for the past 4 months and potentially for an indefinite time. Nowadays, in Dhaka, children do not have Felds and parks in which to play with their friends. Most schools can fill this gap. During tiffin and sports time, children play together with their friends. These activities keep them physically ft and psychologically cheerful. However, due to their indefinite vacation, children missed having friends and peers with whom they could share their emotions and feelings. In addition, domes-tic violence involving children increased during the vacation, due to parents torturing them psychologically for studying continuously, not doing household chores, and more. All these issues can cause anxiety and stress. This situation may cause a long-term negative impact on children’s psychological health.

5.11 Excessive use of media

Due to the absence of school settings, teachers, and peer groups, children have been idle at home with their infinite vacation during the pandemic. To keep themselves busy, young people are dependent on the media and internet. Online classes permit them to use various media to obtain news, which then becomes their habitual way to stay connected with the wider society and to learn about culture and society through

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movies, cartoons, video games, and other sources of information. The internet provides them with a way to stay connected with their friends and peers. These sources become alter-native agents of socialization in the absence of formal schools. Moreover, students do not have enough work to pass the time. Therefore, their parents allow them to use the internet for an unlimited time. This situation may make them vulnerable to being virtu-ally abused by known or unknown sources.

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Chapter SIX

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Discussion:

We aimed to investigate how children spent the Covid-19 lockdown and postlockdown period and explore its child, family, and well-being correlates. The intensity and engagement with both movement activities and learning and socialization activities were described, the factors influencing different levels of participation were investigated, and the links between participation and child well-being indicators were examined. It was observed that children’s participation rates in daily activities varied significantly across child and family characteristics, and, in turn, different participation levels were linked with child outcomes. The findings of the present study are focused on the effects of daily activities on child outcomes during the pandemic, considering the contributions of different ecological factors.

Regarding children´s participation in daily activities, our findings indicated a higher prevalence of sedentary behaviors (e.g., screen-time) and a lower prevalence of active leisure and playing activities. Recently, studies have confirmed this pandemic-related change characterized by a decline in physical activities and play and an increase in sedentary behaviors linked with a decrease in the proportion of children meeting the recommended guidelines for combined movement behaviors. A higher intensity of sedentary behaviors, particularly screen-time, coupled with lower levels of physical movement and stimulating activities (i.e., play, creative leisure, active play) may constitute a risk for the physical and mental well-being of children. These findings indicate that the pandemic mitigation efforts might have had unfavorable col-lateral effects on child well-being and worsened pre-existing problems related to sedentary lifestyles. Noteworthy, in the present study, children have shown higher motivation and interest when participating in active play and physical activities in their homes and communities. Our findings indicate that children´s positive engagement with an activity is an important predictor of individual participation in healthy activities, also predicting better levels of well-being. Social restrictions and the “stay at home” advice could have been balanced with a health promotion message directed at children and their parents. Concerning the factors that influenced different participation levels in daily activities, boys exhibited a more active profile while girls presented a playing- and socializing-oriented profile. This is in line with recent studies that have reported that during the lockdown girls were more physically inactive and engaged

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more in social activities than boys. On the one hand, girls may be at higher risk as a result of spending less time in active leisure; on the other hand, they could develop new skills and coping mechanisms in a time of crisis as they were more involved in learning and socialization experiences, as compared to boys. However, in our study, we found that girls showed higher levels of internalizing behaviors, and this constitutes a risk for child well-being worthy of further attention. To be effective, interventions should target these gendered differences.

Our findings also suggest that children whose families were in a more vulnerable situation during this period (e.g., lower socioeconomic status, family adversity, lower adaptation) exhibited a more sedentary/low-stimulation profile characterized by lower levels of active leisure, decreased playing and socializing activities, and higher screen time. Besides constituting a disadvantage in a healthy adaptation to the sanitary crisis, these differences indicate that the pandemic´s impact was not equal for all children. These findings may reflect pre-existing differences and are in line with previous research on social inequalities and health behaviors, thus corroborating the existence of health and developmental disparities between social groups during the pandemic. Therefore, it is crucial to call for effective interventions that promote healthy routines and lifestyles and, particularly, support families with lower internal and external resources in the protection of their children´s well-being describes the intensity of children´s participation in daily activities and the engagement levels for each type of activity and activity domain. Overall, higher intensity activities encompassed sleep, TV, gaming/internet, family meals, and school at home. Activities with lower intensity included physical activity, active play, socializing online, play, creative leisure, activity with parents, and household chores. In addition, the activities with higher child engagement levels were physical activity, active play, gaming/internet, TV, and family meals. At the domain level, movement activities showed higher child engagement compared with learning and socialization activities. Statistically significant associations were found among daily activities. The differences in the intensity of children´s participation in movement activities and learning and socialization activities according to gender, socioeconomic characteristics, and family adversity (daily routines and socio-economic change) and adaptation are described. Both statistically significant results and effects sizes were considered in the analysis

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of these differences, as defined. Gender differences indicated that girls spent more time in activities such as watching TV, socializing online, play, creative leisure, and activity with parents whereas boys spent more time in physical activity and active play.

Differences according to socioeconomic characteristics indicated that children from single-parent families spent more time in activities such as physical activity, active play, socializing online, family meals, activity with parents, and household chores, while children whose parents were married/civil union participated more in activities such as school at home and watching TV. In addition, children whose parents were employed full-time showed higher levels of participation in physical activity, active play, socializing online, and activity with parents, while children whose parents were in a more vulnerable professional situation invested more in watching TV and doing household chores. Children whose parents had higher education had a higher intensity of sleep, physical activity, active play, socializing online, and activity with parents, and lower intensity in household chores and school at home. Differences regarding family adversity and adaptation were found, suggesting that children from families with a negative socioeconomic change spent more time watching TV and gaming/internet, and less time in sleep, socializing online, play, creative leisure, family meals, and activity with parents. In addition, children from families where daily routines changed spent more time watching TV, sleeping, and in an activity with parents, and less time socializing online. Children from families that presented lower adaptation levels spent more time in sleep and gaming/internet, and less time in physical activity, active play, play, family meals, and activity with parents.

The identification of these different participation profiles linked to child and family characteristics and child outcomes may help detect well-being risks and identify promising avenues for future effective intervention strategies. In general, our study indicates the need to improve the knowledge on the effects of different patterns of daily activities on children´s well-being and adjustment during a health and social crisis and its underlying mechanisms. The magnitude of the impact of social isolation and school closures on child well-being is still emerging. Our findings suggest an important avenue for promoting child well-being: the regulation of daily activity

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patterns by intervention strategies that bring together child, family, school, and community efforts. There is a need to assess effective strategies, at the family and community levels, that facilitate the substitution of sedentary leisure for active and stimulating leisure pursuits. These strategies should promote predictable daily routines and facilitate higher investment in stimulating activities and family quality time, particularly among those who are socially vulnerable. These efforts may be challenging in the context of social isolation, uncertainty, and disruption of families` everyday lives; however, small effective changes could protect and promote child well-being in the present and future. Here, parental co-participation and the ability to creatively influence children´s daily activities are crucial elements. Noteworthy, children´s engagement with activities was indicative of better overall well-being. This bidirectional relationship also suggests the importance of positively involving and motivating children for participating in positive and constructive activities, thus enhancing the health and developmental gains of those activities. Finally, several recommendations warranting immediate action to protect children, especially vulnerable ones, from the downside of the pandemic have been issued and constitute a valuable resource for professionals and policy-makers, but also for families and communities

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Chapter Seven

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7.1 Conclusion:

This study provided an outlook on how children spent the Covid-19 lockdown and post-lockdown period and explored its child, family, and well-being correlates. Risks for child well-being were found regarding sedentary and low-stimulation profiles, particularly in socially vulnerable children, but also protective factors regarding active, stimulating, and adaptive family behaviors; thus, opportunities for intervention were identified. A deeper understanding of the effects of daily activities on child outcomes and its ecological correlates could guide intervention studies on the most effective ways to protect child well-being and development in the present and future crises. The results demonstrate that large proportions of children are suffering from mental health disturbances in Bangladesh during the lock-down period. Mothers', as well as fathers' ability to forestall their emotional pain or manifestation of depression from influencing their role as a parent, might be a significant source of resilience for their children. The vulnerable cohorts for this study are children with urban areas, higher educated parents, both higher and lower family income, smoking status (yes), parental depressive symptoms (threat, scream, hit, etc.), and the abnormal acting of the child. Implementation of proper psychological intervention strategies and improvement in household financial conditions, literacy of parents, taking proper care of children, and increasing job security and flexibility of parents may help in improving the psychological/mental status of children in Bangladesh and the authors believe that the findings will be beneficial to accelerate the rate of achieving the Sustainable Development Goals (SDGs) linked to public health in Bangladesh. In this study, Rural and Urban parents’ experiences with their 5-17-year-old children during the COVID19 quarantine process were examined. In further research, experiences of parents can be explored based on several variables not being included in this study such as whether parents completely stopped working in quarantine days, or continued working from home, they were supported for childcare by some people such as grandparents or other family members and children continued to get distance education during quarantine or not. Also, after the quarantine process, research can be conducted to determine if parents can reflect their experiences into their lives. In response to the COVID-19 pandemic, policymakers and service providers globally have been faced with the challenge of having to make rapid decisions that will have immediate and long-term effects on the mental health and well-being of families and

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children. In the early days of the first ‘re-opening’ phase in Canada, nearly two in every five people reported worse mental health since the pandemic began, with this proportion increasing to nearly one in every two people for parents with children <18 living at home.

Schools/child care, communities, and government systems play an essential role in protecting and supporting parents and children, particularly for families without reliable access to the Internet or virtual technologies. While pressure is put on parents, it is important to remember that families exist within a social ecosystem with opportunities to promote child and youth mental health. Supports such as affordable child care, low barrier Internet access, publicly-funded stepped care and psychotherapy, and easily available financial supports are interventions that can directly benefit families. Continuations of financial interventions beyond the pandemic have also been suggested, including the idea of a universal basic income. The effectiveness of these systems further depends on intersectoral communication, collaboration, and action, and therefore seeking feedback and advice from community stakeholders will be critical for monitoring whether these systems are working for families and children during the remainder of the pandemic beyond.

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7.2 Reference: • Álvarez-Zarzuelo, M. (2020). El confinamiento de niñas y niños en España en 2020 por la crisis del COVI-19: propuesta desde la Educación Social Escolar para la vuelta al centro escolar. Revista de Educ. Soc. 30, 457–461.

• Bayram Özdemir S and Cheah CSL (2015) Turkish mothers’ parenting beliefs in response to preschoolers’ aggressive and socially withdrawn behaviors. Journal of

Child and Family Studies 24: 687-702. • Baumrind D (1991) The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence 11(1): 56-95.

• Margaret L. Kerr, Hannah F. Rasmussen, and Sarah M. Braaten Shelley M.

Vanderhout, Catherine S. Birken,Jonathon L.- Family perspectives of COVID-19 research Maguire-Parenting During COVID‐19: A Study of Parents' Experiences

Across Gender and Income Levels

• Md. Siddikur Rahman * , Ajlina Karamehic-Muratovic, Miftahuzzannat Amrin 1Arman Hossain Chowdhury, Md. SelimMondo , Ubydul Haque, and Parveen Ali -

COVID-19 Epidemic in Bangladesh among Rural and Urban Residents: An Online

CrossSectional Survey of Knowledge, Attitudes, and Practices

• Mehe Zebunnesa,Susmita Kar, Sohela Mustari-Psychological Impact of School

Closer and Social Isolation on female students During Covid-19: A case study from

Bangladesh

• Momoe Makino, Abu S. Shonchoy and Zaki Wahhaj-Early Effects of the COVID-19

Lockdown on Children in Rural Bangladesh

• Muhammad Anwar Hossain, Sanjida Rahman, Md Rezaul Karim-The Mental Health of School-Going Children During Existing Lockdown Situation Due to COVID-19

Pandemic in Bangladesh Running title: Mental health of children during corona pandemic in Bangladesh

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• Sabina Yeasmina, Rajon Banikb, Sorif Hossain,, Md. Nazmul Hossaind, Raju

Mahumuda, Nahid Salmaa, Md. Moyazzem Hossaina-Impact of COVID-19 pandemic on the mental health of children in Bangladesh: A cross-sectional study

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7.3 APPENDIX

Research Questionnaire On

Effects on the children’s daily routine durning Covid-19 and strategic changes in the parenting : A comparative study between Rural and Urban Bangladesh (All information will be used for research purpose only)

Demographic Information of the Respondent

1. Name of the respondent.................. 2. Age of the respondent.................... 3. Sex.............

(a) male (b) female 4. Religion.......... (a) Islam (b) Hindu (c) Buddhist (d) Christian 5. Education qualification........... (a) primary (b) High school (c) Honours (d) Master’s 6. What is the pattern of your family?........ (a) nuclear (b) extended 7. Number of family members......... (a) 3 (b) 4 (c) 5 (d) more than 5 8. Number of earning member of your family?........... (a) 1 (b) 2 (c) 3 (d) more than 3 9. Residential Status..............

(a) Rural (b) Urban 10. Father's occupation........ (a) Job (b) Businessmen (c) Farmer (d) Others 11. Mother's occupation........ (a) Homemaker (b) Job (c) Business (d) Others

Section B:About children daily activities before and during Covid-19

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1.Do you know about Corona Virus? a. Yes

b. No

2.Are you aware of precautionary measures against Corona infection? a. Yes

b. No

3.How many times have you been out of the house before Corona? a.1 times

b.2 times

c.3 times

4.How many times have you been out of the house during Corona? a. As Usual

b. Once or Twice a day c. Not at All

d. Once in a Few days

5.Are the grownups of the household going out for livelihood purposes? a. Sometimes

b. A little less than before

c. Not unless it's very urgent

6.How many hours did you play outside before covid-19? a.1 hours

b.2 hours

c.3 hours

7.How many hours did you play outside during covid-19? a. Don't play outside b. 1 hours

c. 2 hours

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8.Were you going to school or madrasa before the Corona situation?

a. yes b. No

9. Are you continuing your studies at home? a. Fully(as much as possible) b. Not studying at all c. A little studying

10.Is there anyone in the household assisting you in your studies? a. Parent

b. Some else in the household

c. No one is helping

11.How did you study during Corona? a. Reading books b. Online teaching

12.How many hours did you read in before Covid-19? a.1 hours

b.2 hours

c.3 hours

d. More than 4 hours

13.How long have you been studying in during Covid-19? .a. 3 hours

b. 5 hours

c. 7 hours

d. More than 8 hours

14.Did you know about online classes before Covid-19? a. Yes

b. No

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15.Is your school/college following up on your studies? a. Never

b. Sometimes

Section C: Information about the parents of the respondent and the behavior of their parents towards them during the covid-19

1.What is your parent employment status? a. Employed b. Unemployed

2.What is the occupation of your parents?

3.What is the monthly income of your parents? a.5000-1000

b.15000-25000

c.25000-35000

4. Has your family income reduced due to COVID-19 situation? a. Completely stopped b. Significantly reduced c. Reduced by a little

5.Did Covid-10 affect your parents profession? a. Yes

b. No

6.If yes, how? a. Losing job b. Small amount of salary c. Health problems d. Others

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7.Have your family got any financial help from any source? a. Yes

b. No

8.Is there any issue with food availability in the house due to the Corona situation? a. The household is in serious food crisis

b. Sometimes

c. No issue with food

9.Have your parents ever been infected with Corono Virus? a. Yes

b. No

10.What has changed in your parents' attitude towards you during Corona? a. Normal

b. Abnormal

11. Is there an increase in yelling or other forms of humiliating punishments? a. Yes

b. Same as before

12.Is there an increase in physical punishments? a. Yes

b. No

13.Is there a way you can contribute in the current situation as a child? a. Help family member in household work b. Nothing

14.During the Corona situation, did any girl from the household got married who is aged bellow 18?

a. yes b. No

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15.How aware are your parents of the Corona virus? a. Much

b. Little

Section D:Psychological well being of the respondent

1.What type of changed in your behavior during the corona virus? a. Sensibility b. Worry c. Anxiety d. Nervousness

2.Were you depressed due to Covid-19? a. Yes

b. No

3.In the current situation, do the grownups take your opinions in household decisions? a. Yes

b. No

4.How are you spending most of your time? a. Helping parents in household work b. Watching TV c. Studying d. Using mobile phone e. Looking after younger brother/sister

5.What are you scared, sad or worried about? a. Income and food insecurity of the household due to COVID-19 b. School closed/worried about education

c. Many people are getting infected, dying what will happen if we get infected d. Disabled children are in more distress and ant greater risk

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e. People are still going out despite restrictions, they are not aware of the risk f. Violence against children at home

Use of internet during Covid-19 1. Do you use the internet Covid-19? (a) Yes (b) No 2. How many hours do you use the internet in a day? (a) less than 1 hour (b) 1-3 hours (c) 3-5 hours (d) more than 5 hours 3. What device do use to go on the internet? (a) Mobile (b) Laptop (c) Desktop (d) others 4. What activities do you do with the internet? (a) chatting (b) Entertainment (c) Using social media (d) none of the above 5. Do your parents know about your internet use? (a) Yes (b) No (c) May be 6. Do your parents scold you for using the internet? (a) Yes (b) No

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Chapter Eight

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8.1 Case Study 1:

Name of the respondent: Salma Akhter

Age: 16 years

Address: Rural Area

A 16-year-old respondent from a school admitted she knew it was not good to use the internet too much, but she could not stop herself from using it. In her words:

I really want the human connection. I miss my friends very much. I am in grade 10 now. Next year I have the Secondary School Certificate examination but all of a sudden all my classes and tuitions are stopped. It is already four months since we do not have any target of any competition. We used to share all our happiness and sorrow with our friends. But now, what more we can do except sharing all out feelings with internet browsing! By chatting with them I reduce my stress. Beside this, I use it for watching movies. This is how I use internet for more than 5 hours per day. My mother knows it. But she also does not have any alternative

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8.2 Case Study 2:

Name of the respondent: Anjuma Khatun

Age: 41 years

Address: Urban Area

A 41-year-old mother respondent from a Urban area she knew it was not good to use the internet too much, but she could not stop her child from using it. In her words:

I was more anxious at the beginning of the process and he felt it. He was also anxious, and he did not want to sleep alone. He slept with me for some days. He still doesn’t want to go out and says, “I know we should not go out now but later we will be able to go.” Even, he doesn’t want me to go to the market.

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8.3 Case study 3:

Amena (Rural mother) stated that most parents transferred their anxiety onto their children through questioning, blaming, and punishment. A Rural mother described how she punished her child. Sometimes I would spank her when she made me angry. It was not the kind of fight. Then one day, I felt it was useless. I say you go to the dark room. We had a neighbor who did so. My daughter kept crying in the room and said, "Mom, I'm afraid I don't want to be in the dark room’. She would rather choose to be beaten than be closed in the dark room. After I let her out, I said: 'Did you admit it? Were you wrong? (Reproaching tone)' Then she said: 'I was wrong, I admit it.' (Children's angry voice) After I regained my calm, I asked her if she knew the switch in that room. The switch in my house is within the reach of a child's hand but at that time, she was too collapsed to think about turning the light on.

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8.4 Case study 4:

Urban parents emphasized their child’s boredom, fear of going out, and experiences of missing friends as being particularly negative. Mahmuda (Urban mother) said: Nowadays we video chat with our friends and sometimes my son is near to me. For instance, some days ago I said, “come and chat with your friends”, but he refused and responded, “I don’t want to see my friends on the screen. Then, he cried and went to his room.

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8.5 Case study 5:

Urban parents, said the quarantine process resulting in the child and parents becoming too close. Tahir (Urban father) said that they were stressed because they were not used to such a close relationship. He also added that his child generally needed attention during the quarantine but he was not used to focusing on her so much. Therefore, his wife and he sometimes said “It is enough! We hope it will finish soon and we will go to work.” Enhanced exposure to electronic screens was another issue mentioned by four parents.

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