Abstract
The purpose of this qualitative study was to understand the use of commonly used baby equipment by Navajo parents. The use of traditional equipment (such as cradleboards) and modern-day equipment (such as walkers) reflects both the practical needs of caregivers to protect their babies from harm and the desire to instill in their children cherished cultural values and a sense of belonging. Culturally sensitive education for Navajo parents on safe use of cradleboards and infant walkers is needed.
Primary Author and Speaker: Maureen Russell
Additional Authors and Speakers: Sara Clancey
Contributing Authors: Cathron Donaldson
The purpose of the qualitative study was to understand the use of commonly used baby equipment by Navajo parents. Occupational therapy practitioners would benefit from recognizing the beliefs, concerns, and cultural values that guide Navajo parents in using cradleboards and walkers. The Navajo cradleboard is a traditional kind of Native American baby carrier. The cradleboard frame is usually made of a wooden backboard with a wooden hoop (called “the rainbow”) attached to the top of the board over where the infant’s head lies. The hoop or rainbow is intended to protect the baby’s head if the cradleboard should fall over. The infant is swaddled in a blanket and strapped tightly to the board with the use of cords strung through 12 loops. (Beeshligai, 2018). Navajo parents are sometimes discouraged by medical professionals from using a cradleboard as it is thought to place the infant at-risk for hip dysplasia due to prolonged positioning of an infant’s hips in extension and adduction (Clarke, 2014). Baby walkers are commonly used by Navajo parents and have long been recognized by medical associations as a safety hazard, with high numbers of injuries and emergency department visits recorded resulting from its use (Sims, Chounthirath, Yang, Hodges, & Smith, 2018).
This descriptive study used personal interviews with 15 caregivers who had children aged birth to 3 years old enrolled in the Growing in Beauty Arizona Early Intervention Program (AzEIP), a home visiting program that helps families to support the learning and development of their child with developmental disabilities. Caregivers were asked during a routine visit if they would be interested in being interviewed for this study. An appointment with a member of the research staff was made to review the informed consent and to complete the interview. The interviews were approximately 1 hour long and the participants received a $15. Walmart gift card at the conclusion of the interview.
Open-ended questions were developed with advisement from a Navajo Cultural Expert and reviewed by the Navajo Nation Human Research Review Board. Caregivers were asked questions concerning the history of their cradleboard, their use of cradleboards and baby walkers with their children, and how they believed this equipment benefited their children. All interviews were audio recorded and transcribed. Data collected were coded for common themes.
For many families, cradleboards and baby walkers reinforce the idea of K’e, a concept in Navajo philosophy that expresses the social and familial relationships between the child and the people in his or her world (Begay, 2018). Positioning in cradleboards and walkers allows the baby to observe, take part in the family activities, and further a sense of belonging. The Navajo cradleboard has great cultural meaning with many positive effects, especially on social-emotional development, when used safely with infants. Navajo parents may use a baby walker to promote independent movement, as motor skills and physical strength are valued in the Navajo culture (Begay, 2017). Additionally, both the cradleboard and walker often fit the practical needs of families by keeping the child safe while the caregiver attends to the needs of the household.
Parents may be discouraged by medical professionals from using cradleboards and baby walkers. Although education by occupational therapists must address the safe and appropriate use of cradleboards and walkers, respect for cultural and family values must guide educational recommendations and practice.
Beeshligai, H. (2018). The cradleboard and child development. Leading the Way: The Wisdom of the Navajo People, 16(4), 24-27.
Begay, S. L. (2018). Developing a Navajo educational media guide: A community perspective (Order No. AAI10288621). Available from PsycINFO. (2016667104; 2018-09129-073).
Clarke, N.M.P. (2014). Swaddling and hip dysplasia: an orthopaedic perspective. Archives Disability in Childhood, 99(1), 5-6. https://doi.org/10.1136/archdischild-2013-304143
Sims, A., Chounthirath, T., Yang, J., Hodges, N. L., & Smith, G. A. (2018). Infant walker-related injuries in the United States. Pediatrics, 142(4). https://doi.org/10.1542/peds.2017-4332