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Chapter 3: Discussions and Interpretations
3CHAPTER
Discussions and Interpretations
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The main impacts perceived by the children interacted for this study are disrupted education, limited social life and limited chance to meet friends or relatives, restriction of freedom of movement and limited recreational activities. When particularly asked about why they considered school disruption to be a critical issue in the crisis, most of them responded about feeling demotivated to study since their schools were closed. Since the closures of schools took place with little notice, the children were not prepared to suddenly move to the distance learning. Some of the children spoke about having difficulties following the lessons and responding to the online tasks given by the teachers. However, older children and staff across the sample cities agreed that the decision to temporarily close schools was an appropriate measure to contain the spread of the pandemic.
From interviews and discussions with older children, it was evident that children were facing different levels of emotional distress due to the COVID-19 outbreak and sudden physical and social distancing restrictions. Particularly, they identified factors such as loneliness, reduced scopes to meet families as circumstances beyond their control that made it hard to manage as the lockdowns persisted. The older children consistently expressed that the pandemic had a negative impact on their mental health and reported high levels of stress due to fear of COVID 19 as this was the first time in their lives of experiencing a situation of this magnitude. The fear included worrying about their parents and relatives to get infected as maintaining social distancing in the environments their parents or relatives stay seem very unrealistic. Few children reported experiencing feelings of anxiety, anger, and worry due to isolation and the uncertainty of how long this crisis would last.
During the lock down phase, most of the children we interacted with were specifically concerned about the economic impact of the COVID-19 pandemic and sudden stay-at-home order by the Government. They were especially worried about their parents’ ability to earn a living with the announcement of lock down in the country. Children expressed their concerns about their families who are mostly into informal sector, earning daily wages or migrant workers who would face economic tragedy even after the lock down ease since they might not get back their works or livelihood.
Despite such worries and concerns expressed by the children, however, all the children interacted for this study expressed their good feelings about quick interventions adopted in Rainbow Homes to face the new normal in the homes. Across the sample cities, the children and staff highlighted about the factors and interventions that changed their lives on a massive scale with the havoc caused by the pandemic: a) changes in daily routine/schedule; b) changes in hygiene practices; c) school disruptions and alternative education, d) innovations in extra curricular, e) additional supports exerted by children and staff in relief measures, f) emotional distress due to social distancing.
CHANGES IN DAIly SCHEDulES
All homes and Sneh Ghars underwent changes in daily routine in view of pandemic Covid-19 and subsequent lockdown. The new routine was bit relaxed one and so was liked by the children, they had the liberty to get up half to one hour late from normal days and not needed to rush to school. The physical exercises, yoga and indoor games were also liked by the children. The schedule of online classes varied among cities as it was dependent from external sources but other co-curricular activities from organised by home was adjustable according to the availability and interest of children.
I do not feel good. Before, we were better as the schools were open and we were learning. Then suddenly, this virus came, and everything stopped. We pray God will keep us safe from this pandemic.
CHANGES IN HyGIENE PRACTICES
Based on the prescribed guidelines several new activities were introduced for children as well as Sneh Sathis to protect them from Corona infection.
The new activities started from getting-up in the morning till bed, which included taking care of personal hygiene, sanitation, nutritional intake and immunity booster stuff like hot water, turmeric milk etc. Initially, the children adopted these practices will fully and also enjoyed but as time passed and its strict adherence was executed, there was little annoyance among the children. This was dealt with intensive interaction with different age wise groups of children wherein they were convinced about the need of the new practices and the consequences of its non-adherence.
I liked sleeping one more hour but not going out for play frustrates, also I do not know how long it will continue, this further disappoints me.
Online class is the most boring thing in the world, thanks that we have the home teacher with us who helps to understand the topics. Otherwise our year would have gone waste. We had real fun with co-curricular activities, which made us forget about the lockdown. We will continue this even in the normal condition.
SCHOOl DISRuPTIONS; EDuCATION INTERVENTIONS TO bRIDGE THE GAPS
Children’s education became a serious concern as the duration of lockdown was extended. Various alternative ways of teaching therefore, were rapidly introduced by the private institutions working on education programmes including schools run by State Governments. Online classes through internet and Television channels were the two most popular means which were adopted by the Homes and Sneh Ghars. Besides, the state offices also arranged online classes for different subjects through the help from non-residential caregivers and volunteers. This was mainly to bridge the gap, if the children had problems in comprehending the concepts shared in the online classes by schools.
Majority of the children have expressed that the online classes were stressful reasons being; more knowledge compressed in less duration sessions, the pace of teaching was fast, difficult to catch and understand, no provision of clarifying doubts, no scope for rewinding. In the homes these problems were addressed through organising tutorial classes by the residential staff or special subject wise class wise sessions with nonresidential home teachers or volunteers through virtual meetings like; WhatsApp, Zoom, Google, Jio etc. This proved to be beneficial particularly for the children who were preparing for their examinations.
ENGAGEmENT IN DIFFERENT ACTIVITIES
In order to help the children, make better use of their time and keep the boredom at bay, several extra- curricular activities were introduced by the homes based on the available resources and interest of their children, which included, gardening, paper craft, mask making, soap making, drawing, painting, embroidery, dance, karate to name a few. These activities were very popular among the children and also worked as a cushion against the regular back-to-back online classes.
Since these activities were dependent on the availability of required gadgets and good internet connectivity in the homes and therefore the number and type of activities varied from home to home. However, with sincere efforts of the state teams basic facilities for online meetings and training were installed successfully in all the homes within couple of months.
Apart from this, orientation activities for Sneh Sathis were also organised by the knowledge team of Rainbow (KDDC) on a regular basis directly or through its trained Trainers. This effort was to keep them update on precautionary measures to be taken towards protection of children and themselves. Hence, orientation on technical aspects of Covid-19, myths and facts, home protocols for staff and visitors. personal hygiene, management for quarantine and isolation, home sanitation, common illness among
children, need of nutrition and tips to enhance it were organised at regular intervals. These virtual meetings helped in boosting motivation among the caregivers through updating their knowledge about the pandemic and developing required skills and thereby enhancing their confidence level to deal with the situation. The combined meeting followed by interactions with experts and colleagues also brought in the feeling of togetherness and sense of belongingness among the Sneh Sathis.
ADDITIONAl RESPONSIbIlITIES OFFERED by CHIlDREN IN PANDEmIC RElIEF mEASuRES
The crisis situation also brought in sense of belongingness among the children in homes, which was evident in the behaviour of proactively volunteering of taking up supporting activities of home management. According to their capabilities and interest they helped the Home Mothers in guiding the younger ones in adopting new hygiene practices of hand washing, wearing mask, maintaining physical distance, cleaning the premises, help in cooking like washing and chopping vegetables etc. Similarly, they also supported the Home Managers in maintaining discipline in attending the academic as well as co-curricular sessions. In general, all the grownup children looked after their younger ones in their respective brother and sister groups. Some of the children were inspired by the philanthropic approach of Rainbow Home Programme to help the migrant and pavement dwellers around the home as this issue was discussed with them in Bal Sabha and other meetings to sensitize them on the problems faced by the people who have limited resources and are therefore marginalised on several account. The idea of helping these people was liked by each and every child. They wilfully participated in the supporting processes. Some of the home in the initial period provided cooked food to the pavement dwellers. In the process the children helped in chopping vegetables, packing and arranging the food packets for transportation. All homes provided dray ration to the children’s parents and other needy families.
In this process the home children prepared the ration packets and monitored that all the listed items are there in scheduled quantity. These packets were arranged by them according to the locations it had to be sent. Children were delighted to be part of this process. The joy of giving was clearly visible on their faces.
It was an immense pleasure for me to pack food for the people who are hungry. If needed, I can also part with my food for them.
Coronavirus is affecting us very seriously. First of all, stress. We get depressed because of staying inside. We also cannot play together outside. It’s very harmful for every children’s mental and physical health.
Impeded movement and disrupted communications have prevented children and young people from contacting friends and relatives, wreaking confusion, anxiety, and despair. Most of the older children interviewed for the study said that they acknowledged that they were facing emotional distress and troubling feelings, including anxiety, anger and worry due to uncertainly of how long the crisis will last. The prolonged isolation and uncertainty about the future certainly generated fair amount of distress among the children as some of them admitted during the interview. They were worried about their studies, examinations; pressure of attending back-to-back online classes, which were difficult to understand; non availability of home teachers/ volunteers to help in studies; wellbeing of their parents; no friends to share their feelings; no opportunity to play and have fun outdoors. This resulted in some degree of quarrels, in-fighting and stubbornness among the children and also in some places with the care givers. Nevertheless, the home team was prepared to deal with this mental status of the children and therefore despite less in
number the residential caregivers without caring about their own self did their level best and as a result they succeeded in keeping the children safe and protected in this world-wide catastrophe.
CONCERNS FOR THE FuTuRE
Analysis of the open-ended responses with children as well as staff also revealed concerns about what schools are going to be post lockdown and social relationships with peers of the children.
There are concerns on going back to schools due to due to disruptions of habitual routines; uncertainty on the part of the children concerning rules and routines; ill effects of too much of reliance on digital technologies etc. Despite efforts in keeping innovative time tables with all educational and co-curricular activities to engage children during lock down, fears concerning potential delays in development or learning as a result of the lockdown cannot be denied.
Our education is greatly affected since we have lost physical classes. We do not know much about the subjects we are taking online and doing assignments on virtual platforms is very difficult.
POSITIVE lEARNINGS
Feeling of belongingness, feeling inspired to help each other, participation in emergency relief to homeless, sharing of responsibilities etc.
Despite the challenging feelings, children expressed that they wanted to contribute to the fight against the spread of COVID-19 in their respective communities. The older children stated that it was very important for them to get involved in raising awareness. They showed a great sense of social justice, a desire to use their voices in informing their peers about the risks associated with COVID-19, and helping the most vulnerable, including the homeless being involved in relief measures of Rainbow Homes. The deadliest calamity of this century left behind series of learning for all including the children in homes as well as residential caregivers, the Sneh Sathis. This came up front during the interviews with them. The children felt that they learned better hygiene practices, used the time to enhance their subject knowledge and learnt new skills and got opportunity to understand each other.
According to the Sneh Sathis, there was a marked change the behaviour of children. In spite of sporadic incidence of conflicts and annoyance, a strong bonding was visible as they were found helping each other on personal cleanliness, timely food and involving in group activities. Even at emotional level the children realized the seriousness of crisis and the untiring service being provided by the Sneh Sathis that was apparent in children’s proactive support through abiding by the guidelines and taking up responsibilities of home management.
For Sneh Sathis, it was a phase that helped new skills like managing online sessions, use of digital gadgets, innovating new tools and games for children and it boosted their self-confidence to deal with the adversities.
