3.6.2. Sub-Theme 6.2: The Mothers' Care and Protection of the Children

Participants referred to different aspects of caregiving, and many shared examples of how they ensured good caregiving: "So, I must make sure that he has everything, because the nanny must be paid, she must be looked after, her food must be ready—what she eats, her milk, clothing, everything" (Participant 3). Three participants explicitly noted that their children had all they needed, referring specifically to their physical needs: "Provision was always made for him ... he never lacked anything. He was never hungry or so" (Participant 2).

Some participants also indicated that emotional caregiving was important, as stated by Participant 14: "I gave her love". Three participants showed an awareness of risks, and the need to protect their children: "She can maybe just be in the yard at the back, then I would look for her. Don't let her play in the street. Scared the cars will drive over her" (Participant 1).

Furthermore, the participants revealed a range of challenges regarding the caregiving of their children: "Sometimes yes, he was tired, but he always battled to sleep ... when he became older, it was always a struggle to get him to sleep" (Participants 2). Two participants experienced feelings of inadequacy: " ... didn't know what to do ... " (Participant 15). For some participants, their physical or emotional well-being influenced their caregiving: "I think it was the cut [cesarean] that caught me off guard ... I had a lot of pain, so I did not have time for her. So, I neglected her a little bit ... " (Participant 9). An additional challenge for many participants was the lack of baby goods, due to financial strain: "Sometimes, when there was no cereal and I didn't have money, then the child cried the whole day and so. When there were no [nappies]" (Participant 17).

#### 3.6.3. Sub-Theme 6.3: Stimulation and Play

This study revealed different ways in which the participants incorporated stimulation and play into the various stages of their children's lives. During infancy and the first few months, the participants reported the following: " ... tickled him on his chest" (Participant 3), " ... sing for them, then swing them a little bit" (Participant 5), and " ... played hide and seek" (Participant 13). Two participants hanged items in the air for their children to play with: "Then I maybe make the balloons ... with a string to just where his hands could touch, then he plays with it" (Participant 7).

Some participants played with their children when they became older: "I played with him with cars" (Participant 2), or other activities, such as "sang for her, danced" (Participant 5). Some mothers used specific activities to intentionally stimulate and educate their children, such as walking in the garden, or using items in their home to teach them about shapes and colors. However, two participants did not regard it as necessary to play directly with their children, as they felt that their children could play with their siblings, as captured: "No, because most of the time she played with her sisters. So, I did not really play like that, like in play with her ... " (Participant 6). Two participants mentioned their child's father playing with the child, as explained by Participant 18: " ... and then I would go and call the father . . . and then we [participant, child and father] played together".
