Conceptualising "Childbood" in Developing Countries

Abstract

Children in the developing world live in diverse and varied settings; the diversity of synergistic effects that impinge on childhood is often ignored by social scientists. Citing human indicators data from six Southern African countries, the difficulties in establishing a meaningful prototype for conceptualising childhood in developing countries is highlighted. The paper focuses on two aspects of childhood in the developing world: the first year of schooling and the experience of urbanisation. Failure in the first year is a common feature of schooling in the developing world and is a phenomenon subjected to varying explanations. Gross regional differences in early school failure rates are presented and discussed. Migration to urban areas for employment has diverse consequences for children, the outcome being determined by who migrates and the nature of the relocation. Studies are cited which highlight the importance of detailed analyses of childhood across varied contexts in the developing world.

A Lurian-Piagetian Approach to Assessment of Historically Disadvantaged Black Scholars in English Medium Schools

“…The present study explores a Piagetian-Lurian approach to the assessment of previously disadvantaged Black students currently attending English Medium schools in the Johannesburg area. A high failure rate is one of the most striking feature of schooling in developing countries (Liddell, 1998). The use of alternative approaches to assessment is crucial in understanding the difficulties experienced.…”

“…It should be borne in mind that Majovski's battery constitutes a preliminary assessment but offers the opportunity to further assess each child in areas in which they individually displayed signs of difficulty, and to base remedial training on these results. However, there are a number of factors which may impinge on the child's ability to cope, not least, those inherent in the child (Jansen, 1999;Liddell, 1998). In the current study, the consideration of environmental factors such as household structure and size, and parents' occupational status, reflect similar patterns to those of other studies in which similar population groups took part (Richter & Griesel, 1986;Richter, 1989;Richter & Grieve, 1991;Grieve, 1992;Moller, Schlemmer, & du Toit, 1987).…”

“…This may have important implications. For example, an adequate food supply relies largely on income, and where income is low the incidence of malnutrition or poor nutrition increases with concomitant effects on children who may be more at risk in the school situation (Barbarin & Nkomo, 1997;Liddell, 1998). In addition, the quality of the environment and the kinds of activity the child is exposed to are crucial in the achievement of cognitive developmental stages (Piaget & Inhelder, 1969).…”

“…Liddell (1998) also suggests that in developing countries a number of factors may contribute to school failure rates, for example,' young children are encouraged to be more independent and are expected to contribute to household chores. These children may experience adjustment problems in the more restricted environment of a classroom (Liddell, 1998).…”