Exploring childhood development within the Amathole district: a case study utilizing the Griffiths mental development scales - extended revised.

Abstract

The history of psychological assessment in South Africa together with the cultural diversity of the nation poses a major challenge to the contemporary South African assessment setting. Valid and reliable measures that are comprehensive and applicable to a variety of cultures including African and rural children are needed for use in South Africa (Louw & Avenant, 2002; Foxcroft & Roodt, 2009). The Griffiths Mental Development Scales – Extended Revised (GMDS-ER) has been identified by various authors as a measure with the potential to meet the developmental assessment needs in South Africa if it can be adapted and standardized for use within the South African context (Kotras, 2003; Van Rooyen, 2005; Van Heerden, 2006). The development of South African norm groups for this measure which accommodates children from diverse ethnic, economic and geographic backgrounds can be enhanced by a thorough understanding of the developmental trends of African children from a rural setting. Considering the lack of norms for the GMDS-ER and the shortage of culture-fair measures applicable to the African child, the overall aim of this study was therefore to investigate childhood development of African children from a rural setting. Both qualitative and quantitative data were utilized in a multiple case study method. A sample (N = 12) of mainly Xhosa and English-speaking children between the ages of 5-years and 6-years living in the rural areas and enrolled in the playschools of the Amathole region was selected using a non-probability purposive sampling method. Quantitative scores from the Griffiths Mental Development Scales – Extended Revised (GMDSER) and qualitative interpretations retrieved from the clinical observations and biographical questionnaire were combined. Data obtained was processed through thematic and quantitative data analysis techniques. Guba’s (1981) model for assessing the trustworthiness of qualitative data was also incorporated. The results showed an average mean IQ of the sample with none of the children showing superior or very superior levels of development. High average performance scores were attained by the sample in the Locomotor and Performance subscales, whilst average scores characterized the other four subscales. The weakest performance of the sample was in the Language subscale. The influence of the lagging behind economic and infrastructural development and lack of resources at home and preschool, as well as limited knowledge on child development and stimulation were identified to be contributing factors influencing African children’s development in a rural setting. However, the developmental utility of the GMDS-ER to assess children from diverse backgrounds was further highlighted in this study as in the previous studies done by researchers who include Van Rooyen (2005), Van Heerden (2007) and Von Weilligh (2012). The information generated from this study has contributed to our knowledge base of the performance of African children on the GMDS-ER and has emphasized the need for culture fair assessment measures.