Figure 1
Stages of Methodology.
Table 1
Selection Criteria for Cases.
| CASE | SELECTION CRITERIA |
|---|---|
| Public urban school | Child between 6 and 8 years old living in a city in Colombia and attends a public school |
| Public rural school | Child between 6 and 8 years old living in a rural area of Colombia and attends a rural school |
| Private urban school | Child between 6 and 8 years old living in a city in Colombia and attends a private school |
| Ethnic School | Child between 6 and 8 years old living in an indigenous reservation in Colombia and attends an ethnic school |
| Home school | Child between 6 and 8 years old living in Colombia and is homeschooled |
| Out-of-school | An out-of-school child between 6 and 8 years old living in Colombia |
Table 2
Methodological Matrix.
| CONCEPT | CATEGORY | SUBCATEGORY | SOURCE |
|---|---|---|---|
| Context | Social and educational context | Family features | Interview with primary caregivers (parents) |
| Pandemic experiences | |||
| Social and economic factors | |||
| Educational features | |||
| Human development | Corporal dimension | Participatory observation of the child | |
| Cognitive dimension | |||
| Social and emotional dimension | |||
| Communicative dimension | |||
| Resilience and coping | Resilience | Family perception about child’s resilience | Interview with caregivers |
| Observation of resilience promoting factors | Participatory observation of the child | ||
| Coping | Belief channel | Six-part story measurement (6PSM) instrument from BASIC theory | |
| Affective channel | |||
| Social channel | |||
| Imagination channel | |||
| Cognitive channel | |||
| Physiological channel |
Table 3
Comparative Matrix.
| PUBLIC CASE | PRIVATE CASE | RURAL CASE | MIGRANT CASE | HOMESCHOOL CASE | ETHNIC CASE | |
|---|---|---|---|---|---|---|
| Social and economic context | Urban and low socioeconomical status in Bogotá. Lives in a single room with mother and sister. | Urban and medium socioeconomic status. Lives in Medellín in an apartment with mother, father, and brother. | Rural with difficult road access. Lives in Huila on a farm with mother, father, sister, and cousins. | Migrant from Venezuela that has been living in different areas of Colombia. Lives in Bogotá in a room with mother and father. | Urban and high socioeconomical status. Lives in grandfather’s apartment with father, mother, and sister. She travels continuously to her family’s farm. | Rural area near Bogotá inside an indigenous reservation. Lives in a house with mother, brothers, and mother’s husband. |
| Family context | Youngest son of a family with a mother
as the head of household. He has an active relationship with his father. | Youngest son of a nuclear family. His brother is two years older. | Youngest daughter of a large nuclear family. She has cousins of her same age. | Single child from a nuclear family that lives away from their hometown. | Oldest daughter of a nuclear family that attends a Christian church. | Middle child from a family where the biological father is absent. |
| Educational context | Public school. During the pandemic, the school activities were developed at home and were sent by WhatsApp. | Current change of school from one private school to another private institution. During the pandemic, online classes were developed. | Rural school. During the pandemic, the school activities were sent by WhatsApp. At the moment there is no return to school yet. | Education developed at home due to difficulties with birth certificate for gaining access to public education at the country. | Education developed at home due to parents’ wish. Experimental education based on her interests and talents. | Public ethnic school. During the pandemic, the school activities were developed at home and were sent by WhatsApp. |
| Difficulties in the pandemic | Difficult tasks sent by school and internet access. | Paying attention during online classes. | Having no access to school after the lockdown. | Not been able to travel to visit family. | Not been able to travel to visit animals at the farm. | Not been able to go outside the house to play with cousins. |
| Stress reactions | Cry | Get distracted playing | Cry | Walk away | Bite nails | Cry |
| Resilience promoting factors | Problem solving, previous difficulties, and family support. | Problem solving, sense of humor, and creativity. | Self-esteem, family support, and sense of belonging with school. | Problem solving, introspection, previous difficulties, and initiative. | Creativity, family support, religious beliefs, and initiative. | Problem solving, initiative, indigenous community support, and self-esteem. |
| Coping channels | Physiological and Cognitive Channels | Cognitive Channel | Physiological and Benevolence Channels | Social Channel | Physiological Channel | Physiological Channel |
Figure 2
Santiago’s Neighbourhood.
Figure 3
Santiago’s Family Room.
Figure 4
Tomás’s Online Lessons.
Figure 5
Tomás’s Toys.
Figure 6
Lucía’s Farm.
Figure 7
Lucía and Her Cousin.
Figure 8
Daniel’s Room.
Figure 9
Daniel Painting His Grandfather’s House.
Figure 10
Julieta’s Apartment.
Figure 11
The Pandemic According to Julieta.
Figure 12
David’s Home.
Figure 13
The Pandemic According to David.
Figure 14
Julieta’s 6PSM.
Figure 15
Daniel’s 6PSM.
Figure 16
Tomás’s 6PSM.
Figure 17
Santiago’s 6PSM.
Figure 18
David’s 6PSM.
Figure 19
Lucia’s 6PSM.