Main Article Content
Clinical Perspectives
Beyond feeders and growers: Changing conceptions of care in the Western Cape
Abstract
This paper summarises
reciprocal learning between the author and South African colleagues and
caregivers during a curriculum development project for birth-to-three
caregivers in peri-urban settlements in the Western Cape. The
curriculum was conceived as a self-conscious blending of Western scientific
ideas of early development with African values and patterns of care, emphasising the importance of early emotional development.
Over a three-year-period the course was refined through pilot trainings and is
now available through Grassroots Educare Trust, to be
used countrywide. The shared learning from all parties involved speaks to the
need for greater resources to be provided and for more attention be paid to the
learning and wellbeing of informal caregivers. It also points to the need for
increased collaboration between the rather separate worlds of early
care/education and infant mental health.
Journal of Child and Adolescent Mental Health 2004, 16(1): 55–59
reciprocal learning between the author and South African colleagues and
caregivers during a curriculum development project for birth-to-three
caregivers in peri-urban settlements in the Western Cape. The
curriculum was conceived as a self-conscious blending of Western scientific
ideas of early development with African values and patterns of care, emphasising the importance of early emotional development.
Over a three-year-period the course was refined through pilot trainings and is
now available through Grassroots Educare Trust, to be
used countrywide. The shared learning from all parties involved speaks to the
need for greater resources to be provided and for more attention be paid to the
learning and wellbeing of informal caregivers. It also points to the need for
increased collaboration between the rather separate worlds of early
care/education and infant mental health.
Journal of Child and Adolescent Mental Health 2004, 16(1): 55–59
