Caregiver Beliefs About Childhood Development and Schooling Outcomes: A Qualitative Study in Mahikeng, South Africa

Abstract

Although the role of the home in supporting early childhood development, early learning and school outcomes is well established, the perspectives of caregivers on child development and schooling outcomes are comparatively underexplored. This qualitative study was conducted with caregivers of children aged 6–10 years in Mahikeng, South Africa and aimed to explore their beliefs related to the interconnected developmental continuum of ECD, school readiness and educational outcomes. A total of 18 caregivers participated in focus group discussions, including 2 males and 16 females. Qualitative data were analysed using reflexive thematic analysis. We developed four themes: being present; guiding children through school; influencing language and cognitive development and raising the next generation. Caregivers expressed beliefs that they played an important role in early language and cognitive development and in socioemotional development for older children. However, their behaviour was not necessarily motivated explicitly by child outcomes. Additionally, caregivers described many contextual factors, such as high levels of unemployment and crime, that may constrain the ability of households to support child development. Design of effective caregiving interventions must be informed by contextual understanding and help to overcome these barriers.