Abstract
This paper reports Turkish and Chinese parents’ experiences with their 3–6 year-old children during the COVID-19 quarantine process. Thirteen Turkish and 11 Chinese parents participated in a study that employed semi-structured interviews to examine participant self-perceived experiences. Findings show that the study revealed many commonalities in the experiences of Turkish and Chinese parents with their children during the COVID-19 quarantine process. Cultural differences between parents did not appear to significantly reflect the responses of parents during this extraordinary period. Parents mostly described difficulties with home quarantine. Most parents stated that their daily schedule and routines had changed as a result of home quarantine. Parents also said that they were unaware of their children’s developmental progress and the extent to which their children had grown up before the quarantine. Parents shared both positive and negative experiences during the process. Since the quarantine process is an extraordinary experience for all family members, parents should be encouraged to put those positive experiences and acquisitions into their future life.
Highlights
Sociocultural perspectives of contemporary early childhood emphasise the significance of familial relationships, parent-child relationships (Edwards, 2003; Nolan and Raban, 2015), on young children’s social and emotional development (Rose at al., 2018)
Psychological effects such as anxiety, depression and fear, have been reported as more being more likely to occur in parents during the early stages of quarantine (Wang et al, 2020b)
Previous research found that extensions of quarantine processes are associated with the intensification of post-traumatic stress disorder and anxiety (Hawryluck et al, 2004; Pancani et al, 2020)
Summary
Sociocultural perspectives of contemporary early childhood emphasise the significance of familial relationships, parent-child relationships (Edwards, 2003; Nolan and Raban, 2015), on young children’s social and emotional development (Rose at al., 2018). Parent-child relationships are subject to various factors, including child’s birth order, prenatal experiences, number of children, child’s personal characteristics, family relationships and the perceived value of the child (Sak et al, 2015; Sidebotham and ALSPAC Study Team, 2001). These factors affect parental attitudes and influencing the quality of the parent-child relationship. Landmark studies by Baumrind (1980, 1991) suggest three types of basic parenting attitudes – democratic, authoritarian and permissive; which may lead to differences in child development outcomes. The hybrid of parenting attitudes forms dynamic parent-child relationships and contributes significantly to child wellbeing and resilience (Jones and Lagacé-Séguin, 2006; Newland, 2014; Newland et al, 2014; Nomaguchi, 2012)
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