Abstract
BackgroundThere has been an overwhelming call to improve the understanding of how children develop within an African context as Euro-American definitions of competence have been uncritically adopted as the norm for children in Africa. The activities that children engage in within the family setting are seen as important to understand how children develop within context. The use of activity settings is closely aligned with a strengths-based perspective of family-centred practice and contributes to improved sustainability of intervention.ObjectivesThis study that was conducted in Soweto, South Africa, aims to describe activity settings that typically developing young children in low-income African contexts participate in.MethodA descriptive design using structured interviews was utilised to obtain information about activity settings that children aged 3–5 years and 11 months engaged in. Structured interviews with 90 caregivers were conducted.ResultsFindings show that children participate in a variety of activities with varied participation levels. The types of activities are dependent on the context and perceptions of caregivers.ConclusionThese findings draw attention to understanding activities that children engage in within the family context.
Highlights
Children within the African context have historically been judged by Euro-American definitions of competence, which have uncritically been adopted as the norm for all children (Nsamenang2008a, 2008b; Pence, Evans & Garcia 2008; Pence & Schafer 2006)
Ecocultural theory proposes that indigenous conceptions of competence should be uncovered by looking at how children are reared according to what parents know about what would be useful for their children within their specific communities (Berry 2003; Norton 1990)
The discussion will focus on the frequency of participation in activities within the eight categories identified earlier as well as how these activities provide an opportunity for learning within the family context
Summary
Children within the African context have historically been judged by Euro-American definitions of competence, which have uncritically been adopted as the norm for all children (Nsamenang2008a, 2008b; Pence, Evans & Garcia 2008; Pence & Schafer 2006). According to Ecocultural theory, development occurs along pathways determined by culture and society, and actively chosen and engaged in by parents and children, within a particular cultural ecology (Weisner 2002; Weisner et al 2005). These pathways consist of activities and practices that are viewed as being the most important influences in the child’s and family’s life (Bernheimer & Weisner 2007). Children experience different kinds of learning opportunities, depending on where they live, what their parents enjoy doing and their values and desires for their children and families (Dunst & Bruder 1999). The use of activity settings is closely aligned with a strengths-based perspective of family-centred practice and contributes to improved sustainability of intervention
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