Abstract:

The educational and cultural systems of Cameroon derive from British and French traditions. This influences childhood education, care and experiences considered fundamental for holistic development of the child. Using this bi-cultural background, the researcher examined conceptualizations that have influenced child raising practices positively or negatively, in Cameroon. National educational policies are aimed at encouraging national integration and provide both cognitive and cultural advantages necessary for the developing child. This may not be an easy task because children are raised from different backgrounds which influence their wellbeing and care. Coupled with the multiplicity of ethnic groups, the varied background provide a plethora of conceptualizations that can influence children’s wellbeing. Children from English speaking backgrounds have different orientations from their French speaking counterparts. More often, it is generally believed that children from English speaking backgrounds are raised in strict and disciplined homes, while their French colleagues are said to be raised in laissez-faire and undisciplined environment. This influences the practices of labeling among children and caregivers who always claim superiority over their different cultural inheritance. The theoretical framework for this study included theories on cultural constructivism and developmental niche. After reviewing conceptual literature, the survey research design was employed for this study with a triangulated approach. The purposive sampling method was used for collection of data. 400 caregivers were expected to complete a “Parents conceptions of childhood checklist” comprising of 20 items built on a scale. Respondents will be expected to agree or disagree on the items on the scale describing caregivers’ conceptualizations of childhood practices. The researcher will select 200 caregivers from the North West and 200 caregivers from the South West Regions of Cameroon. The multiple response set (MRS) was adopted in the processing and analyzing of data that came in through the interview and questionnaires. Focus group discussions involved 60 children, while a questionnaire was administered to the 400 participants. This was done with the assistance of a research assistant and a statistician. Early findings from qualitative and quantitative data revealed interesting conceptions indicative of child rearing practices in Cameroon. Projected recommendations include, a multiple based approach, multi-lingual approach to learning, integration of indigenous knowledge and formal education, introduction of age-appropriate chores into the curriculum, and involvement of stakeholders in educational planning for children's education.

Keywords:

Cameroon, Conceptualizations, Education, English and French, Childhood.