Haitian Culture Curriculum Guide

ecame the two official languages of the country. The importance of speaking English is
increasing, especially in technical areas.
Close to eighty percent of the Haitian Creole vocabulary is based on the French language
vocabulary. The other twenty percent is borrowed from African and indigenous American
languages, Spanish, English, and Portuguese. The grammatical structure of Haitian Creole is
largely African.
Education: Since 1980, efforts have been made to organize a bilingual educational system of
Haitian Creole and French. In 1981, the government made Haitian Creole the basic language for
the first four years of schooling. All students must now pass an Haitian Creole Official exam at the
end of the sixth and ninth grades.
The education system is very rigid. Classrooms are crowded. Teachers conduct their classes in a
lecture only format. The teacher is master; children do not ask questions.
Religion: The predominant religions in Haiti are: Catholicism, Protestantism, and Vodun. The
practice of vodun is based on African religious beliefs. During slavery, they provided slaves of
different backgrounds with the opportunity to bond.
Community: Family ties are strong among Haitians. Parents are very ambitious for their children
and hope they will enjoy a successful lifestyle.
In rural areas of Haiti, the people work cooperatively in an effort called “konbit." They work
together and then share a good meal. The konbit comes from the African tradition of work
exchange. It has become a vital source of strength and unity in Haiti’s rural communities. It has
also found its way into Haitian folktales and literature.
Life of the Haitian Child: There are three types of Haitian childhood: (1) childhood in the
mountains or countryside; (2) childhood in the provinces; and (3) childhood in the capital. The
types of Haitian childhood are primarily the products of differences in cultural milieus, educational
backgrounds, religious differences, and the maternal approach to raising children.
In Haiti, the boundaries between adults/parents and children are clearly drawn. Adults are the
authority figures. Children understand this and are expected to abide by the rules of the home.
Children should speak only when spoken to and in low, formal tones.
Childhood in the Countryside
Haitian peasant life is deeply linked with nature, and the people are an integral part of it. This is
evident in many aspects of the child's informal education and also through the mother-child
relationship.
From birth, children in the countryside are in direct contact with nature. Childbirth is assisted by
traditional birth attendants, midwives, or "doktèfèy," (herbalists with extensive knowledge of
medicinal treatment). Among the child's playmates are the dogs, chickens, goats, and other animals
owned by the family. Although the mother would protect the child if an animal attacked, she would
not prevent the child from exploring nature, nor would she be concerned with letting her child play
in natural surroundings.
The life of the mountain peasant child is very rigorous. From early childhood girls and boys are
subjected to rigid discipline and have numerous responsibilities. By the age of five, the male child
works in the field with his father. Very often, some of the boy’s responsibilities may involve taking
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