Grandmothers: A Learning Institution - Basic Education and Policy ...

to the maintenance of cultural identity inan increasingly culturally-homogeneousworld.GRANDMOTHERS PLAY ANINFLUENTIAL ROLE INCHILDREN’S DEVELOPMENTACROSS CULTURES.While documentation on grandmothers’roles is relatively limited, the available evidencedoes show that in virtually all nonwesternsocieties in Africa, Asia, LatinAmerica,The Pacific, and in indigenous culturesin North America and Australia, seniorwomen, or grandmothers, play a centralrole in child-rearing. In all of these societiesthey are looked to as advisors of theyounger generations based on their ageand experience in this domain. Anotheruniversal characteristic of grandmothers istheir commitment to promoting the wellbeingof children, their mothers and families.For these several reasons grandmothersconstitute a valuable resource for childdevelopment programs. While there are aseries of core roles played by grandmothersacross cultures, at the same time thereis considerable variability in their culturespecificbeliefs and practices.FEW CHILD DEVELOPMENTPROGRAMS EXPLICITLY INVOLVEGRANDMOTHERS.In spite of the fact that grandmothers playa significant role in all aspects of childhealth and development at the householdlevel, few child development programshave explicitly identified and involved themas key actors. This review analyzed theextent to which they have been involvedin five key program areas related to childdevelopment:EARLY CHILDHOOD DEVELOPMENTGlobal policy statements on child developmentadvocate for “support for childrenwithin family systems,” and “strengtheningthe skills of existing child-care givers.”These policies clearly support efforts toreinforce existing child-care givers withinthe family. Nevertheless, there are very fewexamples of community programs thatview grandmothers, or grandparents, as apriority resource, that build on their experience,and actively involve them in promotingbeneficial ECD practices.PRIMARY SCHOOL EDUCATIONWhile there is considerable discussion ofthe need for “parental involvement” inschools in order to strengthen the linkbetween the two, there are few examplesof cases where grandparents are explicitlyinvolved in school programs. School personnelare often skeptical about theinvolvement of grandparents because“They have not been to school.” Examplesof programs promoting inter-generationalcommunication and education throughinvolvement of grandparents in schools aredocumented only in Europe and in NorthAmerica.MATERNAL AND CHILD HEALTH ANDNUTRITIONIn spite of grandmothers’ extensive experiencein maternal and child health andnutrition, and their role in both health promotionand illness management at thehousehold level, very few programs haveexplicitly involved them in order tostrengthen their knowledge and practices.40 UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT