The art of ‘smart gaff’: reshaping early childhood caregiver–child interactions in Guyana

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.

Keywords:

• Guyana
• early childhood
• professional development
• caregiver–child interaction

Acknowledgements

Christine Callender, UCL Institute of Education provided guidance on capturing rich interaction narratives. The caregivers and tutors welcomed me into their settings and willingly shared their experiences. Sociolinguists Walter Edwards, Wayne State University and Al Creighton, University of Guyana provided confirmation of the description of ‘gaff’. Two anonymous referees of this journal offered insightful comments.