Abstract
The aim of this study was to describe the caregiver-child interaction in a South African rural village. A social interactional approach was adopted and a triangulation of methods was used. The interaction of nine caregiver-child dyads was observed during a semi-structured play situation, and the caregivers were interviewed concerning their beliefs about, and attitudes towards their child's communication. Interactions were rated according to an interactional profile and common themes found during the interviews, were identified. Interview results showed that although the majority of caregivers assigned importance to interacting and playing with children, their reported actions were not congruent with this. Caregivers played a dominant role during the social play interactions. Support was found for the utilisation of the social interactional approach and a triangulation of methods. Results obtained have important implications for the South African speech-language pathologist.
Highlights
The aim of this study was to describe the caregiver-child interaction in a South African rural village
A prerequisite to providing appropriate services, is an understanding of the cultural beliefs and practices of this majority in relation to speech and language issues. This is based on Taylor's (1986, p. 16) assertion that "social and cultural factors undergird all clinical activities in speech, language and audiology"
Upon recognising the relevance of social and cultural factors in the field of speech-language pathology and audiology, a pragmatic or social-interactive approach may be adopted when focusing on the area of language acquisition
Summary
The aim of this study was to describe the caregiver-child interaction in a South African rural village. A prerequisite to providing appropriate services, is an understanding of the cultural beliefs and practices of this majority in relation to speech and language issues. Upon recognising the relevance of social and cultural factors in the field of speech-language pathology and audiology, a pragmatic or social-interactive approach may be adopted when focusing on the area of language acquisition. This approach gained popularity in the late 1970's, when researchers, such as Bates (1976) and Snow (1977), challenged the conclusiveness of Chomsky's nativist theory of language acquisition. Most recent studies concerned with children's communicative interactions, con-
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