Abstract
The lockdown in Serbia imposed major challenges for parents to take on a 24/7 shift in caretaking, educating, and entertaining their children, while managing to complete the demands of their professional roles and everyday household functioning, along with the constant fear of the virus spreading and potential job loss. This study examines parenting practices (enriching activities, harsh parenting, daily structure, screen time and perception of the increase in screen time) during the COVID-19 lockdown in relation to the perceived parenting stress, parents' socioeconomic status and their working conditions (i.e., without work obligation, working online, working from the workplace). The sample consisted of 1510 mothers of preschool children. Four socioeconomic clusters were identified using the relevant variables (education level, economic status and impact of the pandemic on the financial situation). The results showed that highly educated mothers who worked remotely during the lockdown experienced significantly higher stress of balancing working and parenting than other parents. Mothers who did not work during the pandemic spent more time in enriching activities (p<0.01) and maintained the daily structure better (p<0.01), while mothers who worked remotely perceived a larger effect of the pandemic impact on screen time. The results indicate that, in times of crisis, it is necessary to design the support for the parents of early-aged children corresponding to their specific financial and educational background.
Funder
Ministry of Education, Science and Technological Development of the Republic of Serbia
Publisher
Centre for Evaluation in Education and Science (CEON/CEES)
Reference88 articles.
1. Abidin, R. R. (1992). The determinants of parenting behavior. Journal of clinical child psychology, 21(4), 407-412. https://doi.org/10.1207/s15374424jccp2104_12;
2. Alonzo, D., Popescu, M., & Zubaroglu Ioannides, P. (2022). Mental health impact of the Covid-19 pandemic on parents in high-risk, low-income communities. International Journal of Social Psychiatry, 68(3), 575-581. https://doi. org/10.1177/002076402199189;
3. Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A. & Sevilla, A. (2020). Family time use and home learning during the COVID-19 lockdown (No. R178). IFS Report;
4. Antunes, A. P., Martins, S., Magalhães, L., & Almeida, A. T. (2021). Parenting during the COVID-19 Lockdown in Portugal: Changes in Daily Routines, Co-Parenting Relationships, Emotional Experiences, and Support Networks. Children, 8(12), 1124. https://doi.org/10.3390/children8121124;
5. Bates, C. R., Nicholson, L. M., Rea, E. M., Hagy, H. A., & Bohnert, A. M. (2021). Life interrupted: Family routines buffer stress during the COVID-19 pandemic. Journal of child and family studies, 30(11), 2641-2651. https://doi.org/10.1007/ s10826-021-02063-6;