Abstract
This article reports on findings of Guyanese early childhood caregivers’ practice of engaging in extended, cognitively challenging and stimulating interactions. These are the types of interactions cited in classroom effectiveness studies internationally as potentially the most critical determinants for optimising learning during early years. The aim of this investigation was to explore the relevance of training offered at the University of Guyana for promoting interaction practices of this nature. A qualitative case study of three caregivers constitutes the research approach. Results are interpreted within the thematic framework, and the major findings are: (i) ‘smart gaffs’ is the culturally relevant description for extended and cognitively challenging interaction, and (ii) contextual data play an important role in enhancing understanding of the relationship between the quality of interaction practices and programme participation. Implications are offered to allow the University of Guyana to consider the feasibility of its training programme.
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