DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20213006

Family engagement amidst COVID-19 pandemic: a cross-sectional study from Pakistan

Mohsina Hussain, Komal A. Rahim, Fatima Shafiq, Anita Allana, Shelina Bhamani

Abstract


Background: Family engagement in the early years of a child’s life is one of the most powerful predictors of a child’s development. Since the beginning of the COVID-19 pandemic, family engagement has been affected in numerous ways. Thus, this study aims to identify the perception of parents on the change in dynamics of family engagement between parents and their children during the pandemic in Pakistan.

Methods: A cross-sectional study design was followed using an online survey. The survey was administered to parents to assess their perception related to the effect of COVID-19 on family engagement as a whole.

Results: The 90 parents participated in this online survey majority of whom had children aged 9 years and above (n=30). Most of the parents talked to their children daily, had one mealtime together, watched Television, and spent time with each other daily. There were some statements over which the parents marked ‘frequently’ and ‘hardly ever’ such as doing exercise, reading to the child, and supervising screen time. Results of the study show that the COVID-19 pandemic has affected interactions between parents and their children.

Conclusions: Family is the basic unit of society. It plays a significant role in establishing life-long positive relationships. Family is a child’s first exposure to a nurturing environment and impactful engagements which helps in growth and mental development. COVID-19 has posed an overwhelming burden and affected the social interactions of parents with children. Social media advocacy and schools have supported in providing resources for continued learning with the participation of other members of the family.

 


Keywords


Family engagement, Parenting, COVID-19

Full Text:

PDF

References


Baker TL, Wise J. Identifying Barriers: Creating Solutions to Improve Family Engagement. School Community J. 2016;26(2):1-24.

Chen E, Brody GH, Miller GE. Childhood close family relationships and health. Am Psychol. 2017;72(6):555.

De Spain SN, Conderman G. Fostering Family Engagement in Middle and Secondary Schools. The Clearing House: J Educational Strategies. 2018;91(6):236-42.

Garbacz SA, Hirano K, McIntosh K, Eagle JW, Minch D, Vatland C). Family engagement in schoolwide positive behavioral interventions and supports: Barriers and facilitators to implementation. School Psychol Quarterly. 2018;33(3):448.

Novianti R, Garzia M. Parental Engagement in Children's Online Learning During COVID-19 Pandemic. J Teaching Learning in Elementary Education (Jtlee). 2017;3(2):117-31.

Aboumatar H. Three reasons to focus on patient and family engagement during the COVID-19 pandemic. Quality Management Healthcare. 2020;29(3):176-77.

Power K. The COVID-19 pandemic has increased the care burden of women and families. Sustainability: Science, Practice and Policy. 2020;16(1):67-73.

Ginsburg KR. The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics. 2002;119(1):182-91.

Milteer RM and Ginsburg R. The importance of play in promoting healthy child development and maintaining strong parent-child bond: focus on children in poverty. Pediatrics. 2012;129(1):e204-13.

McCormick MP, Weissman AK. Time well spent: Home learning activities and gains in children's academic skills in the prekindergarten year. Dev Psychol. 2020;56(4):710-26.

Anzani DRA, Zaeni IA, Nuqul FL, Mualifah M. Relationship between parents’ education level and parental engagement in the pandemic period of COVID-19. International Webinar Series-Educational Revolution in Post Covid Era. 2020;30-38.

Ones L. The COVID-19 pandemic: A family affair. J Family Nursing.2020;26(2):87-9.

Ece Demir-Lira Ö, Applebaum LR. Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Dev Sci. 2019;22(3):e12764.

Canfield CF, Miller FB. Beyond Language: Impacts of shared reading on parenting stress and early parent-child relational health. Dev Psychol. 2020;56(7):1305-15.

Taylor SP, Short III RT, Asher AM, Muthukkumar R, Sanka P. Familyengagement navigators: a novel program to facilitate family-centered care in the intensive care unit during COVID-19. NEJM Catalyst Innovations in Care Delivery. 2020;1(5).

Araten-Bergman T, Shpigelman CN. Staying connected during COVID-19: Family engagement with adults with developmental disabilities in supported accommodation. Research in Developmental Disabilities. 2021;108:103812.

Brown AL, Harris M, Jacobson A, Trotti J. Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement. Teacher Educator. 2014;49(2):133-51.

Ishimaru AM. From Family Engagement to Equitable Collaboration. Educational Policy. 2017;1-36.

Ihmeideh FM, Al Flasi M. Perspectives of family-school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years. 2018;40(2):188-204.

Ihmeideh F, Al Flasi M. Perspectives of family-school relationships in Qatar based on Epstein’s model of six types of parent involvement. Int Res J. 2020;40(2):188-204.