Grandmothers’ Developmental Expectations for Early Childhood in Botswana

Abstract

Urban and rural grandmothers (n = 20) in Botswana participated in focus groups to learn their expectations for the acquisition of skills by preschool children. Their expectations for self‐care, traditional politeness, and participation in household chores were dramatically earlier than developmental timetables reported for Western middle‐class populations. There are some differences, however, in the urban and rural grandmothers’ expectations. Rural grandmothers had earlier expectations for self‐care skills and participation in household chores, and they had more specific expectations for mastering Setswana cultural customs. In addition, some urban grandmothers, who were generally more educated, described using more reciprocal communication, and they believed in playing with their grandchildren, whereas the rural grandmothers’ communication was more instructional, and they insisted that children should play away from adults. Strikingly, there was no mention of school readiness goals or activities by either group, suggesting a “cultural misfit” between the standard early childhood curriculum, largely imported from the United States and other Western countries, and the cultural backgrounds of Batswana families. To create a more workable partnership between preschool teachers and grandparents—important caretakers of young children, both traditionally and currently—will require efforts to acknowledge and promote the values and expectations of both groups.

Caregivers' Perception of their Role in Early Childhood Development and Stimulation Programmes in the Early Childhood Development Phase within a Sub-Saharan African Context: An Integrative Review

“…Engagement in home activities and play were not always guided by developmental agendas, rather by cultural practices from a macro level or the perceived routine within their context. Two of the studies discussed play; however, there were differing views on play, based on caregiver knowledge, culture, and contexts [25][26][27][28] . Caregivers perceive the child's learning and stimulation as the role of the early childhood facility attended, as opposed to the collaborative role between the caregiver and facility [28][29][30] .…”

“…Two of the studies discussed play; however, there were differing views on play, based on caregiver knowledge, culture, and contexts [25][26][27][28] . Caregivers perceive the child's learning and stimulation as the role of the early childhood facility attended, as opposed to the collaborative role between the caregiver and facility [28][29][30] . This perception of early childhood development and stimulation might compromise the school readiness of the child.…”

“…Cultural practices which are filtered through the microsystem and mesosystem were reported by seven studies. Cultural beliefs are nuanced through lessons of morality, respect and promoted behavioural patterns highlighted in several studies, where caregivers discussed the importance of passing on their culture and traditions 26,28,32 . Cultural practices are passed on in the home environment and promoted within their educational/school environment.…”

Culture and human development: Where did it go? And where is it going?

“…In addition to the examples described above, the custom of sibling caretaking in traditional societies shows multiple examples of advanced skills in sub-Saharan Africa (Weisner, 1987). A recent study of grandmothers' developmental expectations of children aged three to six in rural Botswana, likewise, revealed that these children were expected to carry out tasks, such as preparing tea for their elders over an open fire (which they lit themselves), that would be considered inappropriate if not impossible in typical middle-class Western societies (Tsamaase, Harkness, & Super, 2020). Robert Serpell's research in Zambia has elucidated local-indeed pan-African-concepts of "intelligence" that differ from the kind of intellectual qualities related to success in Western-based schools (Serpell, 1993(Serpell, , 2011.…”

Parents, Preschools, and the Developmental Niches of Young Children: A Study in Four Western Cultures

“…Ejuu (2015) takes this argument further in his depiction of a conflict—especially in rural African communities—between proponents of Western‐based “best practices” and other people who reject them as incompatible with their local cultural beliefs and values. Likewise, the inherent disconnect between traditional expectations for early childhood development and current early childhood curricula in Botswana is described by Tsamaase and colleagues as a problem that needs to be addressed through a more holistic approach, encompassing elements of both tradition and the new skills needed for life in an increasingly interconnected world (Tsamaase, Harkness, & Super, 2020). In short, although the importance of early childhood education for children's development has been recognized globally, there are pressing concerns about not just access to ECE for all children, but also access to appropriate ECE.…”