Correa-Ch vez / Mej¡a-Arauz / Rogoff Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm

1. Auflage 2015
ISBN: 978-0-12-803122-3
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band Volume 49, 450 Seiten

Reihe: Advances in Child Development and Behavior

Children Learn by Observing and Contributing to Family and Community Endeavors, the latest in the Advances in Child Development and Behavior Series provides a major step forward in highlighting patterns and variability in the normative development of the everyday lives of children, expanding beyond the usual research populations that have extensive Western schooling in common. The book documents the organization of children's learning and social lives, especially among children whose families have historical roots in the Americas (North, Central, and South), where children traditionally are included and contribute to the activities of their families and communities, and where Western schooling is a recent foreign influence. The findings and theoretical arguments highlight a coherent picture of the importance of the development of children's participation in ongoing activity as presented by authors with extensive experience living and working in such communities. - Contains contributions from leading authorities in the field of child development and behavior - Presents a coherent picture of the importance of the development of children's participation in ongoing activity - Provides a major step forward in highlighting patterns and variability in the normative development of the everyday lives of children, expanding beyond the usual research populations that have extensive Western schooling in common - Informs and updates on all the latest developments in the field

Autoren/Hrsg.

Correa-Ch vez, Maricela

Mej¡a-Arauz, Rebeca

Rogoff, Barbara

Inhaltsverzeichnis

1;Front Cover;1
2;Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm;4
3;Copyright;5
4;Contents;6
5;Contributors;14
6;Chapter One: A Cultural Paradigm-Learning by Observing and Pitching In;16
6.1;1. Introduction;17
6.2;2. What Are Key Features of Learning by Observing and Pitching In?;19
6.3;3. The Chapters of This Volume Deepen Understanding of LOPIs Facets 1-6;21
6.4;4. Facet 7. Assessment;24
6.4.1;4.1. Known-Answer Quizzing in School Lessons and Evaluation;26
6.4.2;4.2. Known-Answer Quizzing or Supportive Guidance with Toddlers;27
6.4.3;4.3. Meeting Up with Tests;30
6.5;5. The Power of Paradigms;31
6.5.1;5.1. Paradigm Shifts by Individuals;31
6.5.2;5.2. Paradigm Shifts by Institutions;31
6.5.3;5.3. Learning to Navigate Several Paradigms;33
6.6;Acknowledgments;33
6.7;References;33
7;Section I: Children Observing And Pitching In;38
7.1;Chapter Two: Collaborative Work or Individual Chores: The Role of Family Social Organization in Children´s Learning to Co ...;40
7.1.1;1. Introduction;41
7.1.2;2. Cultural Variations in Child Collaboration at Home and in Community Endeavors;42
7.1.3;3. Family Activities in Cherán and Guadalajara;43
7.1.4;4. Collaboration in Family Work Among the Purhépecha Families from Cherán;45
7.1.5;5. Cosmopolitan Children´s Involvement in Work at Home;48
7.1.6;6. Initiative, Autonomy, and Learning in Collaboration;50
7.1.7;7. Generating Collaboration, Initiative, and Considerateness by Working Together;53
7.1.7.1;7.1. Co-Laborating and Developing Consideration for Others;54
7.1.8;8. Chores as an Individual Responsibility;55
7.1.9;9. Parents Conceptions of How Collaboration in Work Is Part of Education and Development;58
7.1.10;10. When School Ways Replace LOPI, Important Skills and Values Are Lost;61
7.1.11;11. Family Social Organization for Children´s Development Through Co-Laboration;62
7.1.12;Acknowledgments;63
7.1.13;References;64
7.2;Chapter Three: Children´s Everyday Learning by Assuming Responsibility for Others: Indigenous Practices as a Cultural Her ...;68
7.2.1;1. Introduction;69
7.2.2;2. The Cultural Value System of Cuidado or Assuming Responsibility;72
7.2.3;3. Generational Changes and Cultural Continuity in the Community of San Jerónimo Amanalco;74
7.2.4;4. Continuity Across Two Generations: Children, Nahua Age Groups, and Cuidado Practices;77
7.2.5;5. Four Settings for Practices Where the Value of Stewardship is Learned and Responsibility for Others Is Assumed: A Pers ...;82
7.2.5.1;5.1. Stewardship of the Milpa, or Cornfield;82
7.2.5.2;5.2. The Raising, Fostering, and Protection of Domestic Animals;84
7.2.5.3;5.3. The Indigenous Practices of Stewardship Related to Bodily Health and Balance;90
7.2.5.4;5.4. Participation in Family Ceremonial Life: Assuming Responsibility for the Souls of the Departed in the Day of the Dea ...;94
7.2.6;6. Conclusions;96
7.2.6.1;6.1. Social Organization of Stewardship Practices, and Its Relation with the Tradition of Learning by Observing and Pitch ...;96
7.2.6.2;6.2. Continuities in a Context of Change: Learning and the Value of Stewardship in the Face of Increased Formal Schooling ...;98
7.2.7;Acknowledgments;102
7.2.8;References;102
7.3;Chapter Four: Supporting Children´s Initiative: Appreciating Family Contributions or Paying Children for Chores;106
7.3.1;1. Introduction;107
7.3.2;2. Aspects of Learning by Observing and Pitching In (LOPI) Supporting Children’s Collaborative Initiative;108
7.3.2.1;2.1. Children´s Integration and Initiative in Mature Family and Community Endeavors;109
7.3.2.2;2.2. Parents Support Children´s Autonomous Helping and Avoid Controlling Children´s Involvement;110
7.3.2.3;2.3. Cultural Values and Expectations That Emphasize Children Helping Without Being Asked;112
7.3.3;3. Attempts to Control Children´s Compliance in Divided and Assigned Family Work;113
7.3.4;4. Domingos as Part of LOPI, a Paradigm Supporting Children´s Collaborative Initiative;115
7.3.5;5. Use of Domingos Versus Allowances in Relation to Children´s Help at Home;116
7.3.5.1;5.1. Cultural Differences in Giving Children Domingos Versus Allowances;117
7.3.5.2;5.2. Cultural Values, Goals, and Assumed Benefits of Domingos and Allowances;118
7.3.6;6. Distinct Cultural Approaches to Encouraging Children´s Learning and Helpfulness;121
7.3.7;7. Domingos, LOPI, and Expanding Motivational Theories with Cultural Research;121
7.3.8;Acknowledgments;124
7.3.9;References;124
7.4;Chapter Five: Adults Orientation of Children-And Children´s Initiative to Pitch In-To Everyday Adult Activities in a Tsot ...;128
7.4.1;1. Introduction;128
7.4.2;2. The Study and the Community;130
7.4.3;3. Children´s Initiative in Three Everyday Activities;131
7.4.3.1;3.1. Activity1. ``Mar Washes clothes´´;132
7.4.3.1.1;3.1.1. Fragment 1: Mar´s Initiative;133
7.4.3.1.2;3.1.2. Fragment 2. Guidance and Support in Finding the Work Materials;135
7.4.3.1.3;3.1.3. Fragment 3. Guidance and Support in Concrete Actions to Execute the Activity;135
7.4.3.1.4;3.1.4. Fragment 4. Final Process in the Activity (Hanging the Sweater);136
7.4.3.2;3.2. Activity2: ``Beto Shelling beans´´;138
7.4.3.2.1;3.2.1. Fragment 1: Initiative;139
7.4.3.2.2;3.2.2. Fragment 2. The Grandmother Helps Beto Distinguish a Rotten Bean Pod from a Good One;140
7.4.3.2.3;3.2.3. Fragment 3. The Grandmother Helps Beto Realize That Only the Hulls Are Thrown Away;141
7.4.3.3;3.3. Activity3. ``Beto (Age 3) Takes Initiative in Construction´´;143
7.4.3.3.1;3.3.1. Fragment 1: Initiative;143
7.4.3.3.2;3.3.2. Fragment 2. Beto´s Initiative and Insistence;144
7.4.3.3.3;3.3.3. Fragment 3. Beto´s Reinvolvement in the Activity;145
7.4.4;4. Contributions to the LOPI Model;147
7.4.5;References;149
7.5;Chapter Six: Respect and Autonomy in Children´s Observation and Participation in Adults Activities;152
7.5.1;1. Introduction;152
7.5.2;2. Learning to ``Be Like People´´ in the Quechua Region;154
7.5.3;3. Quechua Notions of Respect and Autonomy;156
7.5.4;4. Children´s Participation by Observing Activities;158
7.5.5;5. Learning in the Framework of Caretaking and Upbringing as Experienced by Children;161
7.5.6;6. The Development of Capacities for Autonomy;164
7.5.7;References;166
7.6;Chapter Seven: Mayan Children´s Creation of Learning Ecologies by Initiative and Cooperative Action;168
7.6.1;1. Introduction;169
7.6.2;2. The Study;171
7.6.3;3. Children´s Cooperation and Learning in Situated Learning Ecologies;172
7.6.3.1;3.1. Learning Ecology 1: The Child Takes Initiative to Contribute to an Ongoing Task;176
7.6.3.2;3.2. Learning Ecology 2: Providing Guidance as a Result of the Learner´s Initiative;181
7.6.3.3;3.3. Learning Ecology 3: Occasional Monitoring of the Near Competent Child;186
7.6.4;4. Conclusions;190
7.6.5;Acknowledgments;194
7.6.6;References;195
7.7;Chapter Eight: Children´s Avoidance of Interrupting Others Activities in Requesting Help: Cultural Aspects of Considerateness;200
7.7.1;1. Cultural Values Related to Considerateness in Collaboration;202
7.7.2;2. Cultural Differences in Children´s Requests for Help With Considerateness;204
7.7.3;3. Unobtrusive Nonverbal Communication in Coordinating with Others;204
7.7.4;4. Experience with Cultural Practices in Indigenous Mexican Heritage and Western Schooling;205
7.7.5;5. The Situation: Requesting Help to Make a Toy;208
7.7.6;6. Coding Children´s Efforts to Avoid Interrupting;209
7.7.7;7. The Two Mexican-Heritage Backgrounds Were Similar4;210
7.7.8;8. US Mexican-Heritage Children More Commonly Avoided Interruption of the Adult´s Activity than the European American ESE ...;211
7.7.9;9. Most Requests Avoiding Interruption Were Nonverbal Among US Mexican-Heritage Children;213
7.7.10;10. Values and Contexts: When Respeto Goes to School;214
7.7.11;11. Considerate Coordination of Activities as Social/Cognitive Skill;216
7.7.12;Acknowledgments;216
7.7.13;References;217
7.8;Chapter Nine: Young Children´s Attention to What´s Going On: Cultural Differences;222
7.8.1;1. Introduction;223
7.8.2;2. Third-Party Attention in a Quasi-Naturalistic Setting;225
7.8.3;3. The Children and Their Communities;227
7.8.4;4. The Context of the Home Visit;228
7.8.5;5. Coding the Child´s Attention During Opportunities for Third-Party Attention;229
7.8.6;6. Direct Involvement and Opportunities for Third-Party Attention;230
7.8.7;7. Cultural Differences in Young Children´s Third-Party Attention;231
7.8.7.1;7.1. Third-Party Attention;231
7.8.7.2;7.2. Other Foci of Attention;232
7.8.8;8. Children´s Brief Glances Without Signs of Interest in Learning;233
7.8.9;9. Considering the Generality of Cultural Differences in Third-Party Attention;233
7.8.10;10. What Might Explain the Pattern of Results?;234
7.8.10.1;10.1. How May Attentiveness to Surrounding Events Be Encouraged by Families and Communities?;235
7.8.10.2;10.2. How Might Attention to One´s Own Activity Be Encouraged by Families and Communities?;236
7.8.10.3;10.3. How Might an Emphasis on Attending to Surrounding Events Function in Schools?;237
7.8.10.4;10.4. Attentiveness to Surrounding Events May Foster Children´s Learning;238
7.8.11;Acknowledgments;239
7.8.12;References;239
7.9;Chapter Ten: Día de los Muertos: Learning About Death Through Observing and Pitching In;244
7.9.1;1. Introduction;245
7.9.2;2. Details of Día de los Muertos;245
7.9.3;3. Día de los Muertos and Surrounding Events;247
7.9.3.1;3.1. Lead-Up to Día de los Muertos;247
7.9.3.1.1;3.1.1. Learning About Día de los Muertos in Public Schools;248
7.9.3.1.2;3.1.2. Trips to el Mercado;248
7.9.3.1.3;3.1.3. Preparing the Family Ofrendas;249
7.9.3.1.4;3.1.4. Visiting Ofrendas at Homes in Tlapanalá, Puebla;253
7.9.3.2;3.2. The Dead Return to the Living;254
7.9.3.3;3.3. Visits to the Cemetery;256
7.9.3.3.1;3.3.1. Decoration of the Graves and Offerings;256
7.9.3.3.2;3.3.2. Family Time at the Cemetery;257
7.9.3.3.3;3.3.3. Vigil;257
7.9.4;4. Children´s Perspectives on Día de los Muertos;258
7.9.5;5. Conclusion;261
7.9.6;References;263
8;Section II: Learning by Observing and Pitching in (LOPI) Fits with Cultural Cosmovisions;266
8.1;Chapter Eleven: Conceptions of Educational Practices Among the Nahuas of Mexico: Past and Present;268
8.1.1;1. Introduction;269
8.1.2;2. Two Sorts of Knowledge in Nahuatl Ideology About Learning and Teaching;271
8.1.2.1;2.1. Knowledge Inside the Individual (Base mat-);272
8.1.2.2;2.2. Shared or Shareable Knowledge or the Known (Base mach-);273
8.1.3;3. Nahuatl Theories on the Person and Educative Attitudes;273
8.1.3.1;3.1. Soul, Interiority and the Powerlessness of Educators;274
8.1.3.2;3.2. Teachers, Wise Persons, and Elders in Education;275
8.1.3.3;3.3. Principal Aspects of Educative Guidance;276
8.1.4;4. Promoting Learning by Observing and Pitching In;277
8.1.4.1;4.1. Facilitating Copresence;277
8.1.4.2;4.2. Making ``the Known´´ Available to Children;279
8.1.4.2.1;4.2.1. No Secrets for Daily Activities, Skills, and Tools;279
8.1.4.2.2;4.2.2. Making Acts and Their Results Apparent;280
8.1.4.3;4.3. Training Attention Through Fulfilling Specific Tasks;280
8.1.4.4;4.4. Preparing Responsibility Step by Step;281
8.1.4.5;4.5. Encouraging Keen Attention Through Advice;283
8.1.4.6;4.6. Valuing Calm, Care, and Patience;283
8.1.5;References;285
8.2;Chapter Twelve: Learning to Inhabit the Forest: Autonomy and Interdependence of Lives from a Mbya-Guarani Perspective;288
8.2.1;1. Introduction;289
8.2.2;2. Environment, Learning, and Interdependence of Lives;292
8.2.3;3. Growing up Through Learning Environmentally Relevant Skills;295
8.2.4;4. An Integrated Ecological Cosmology Emphasizing Learning by Participation Rather Than Dividing Individual Versus Collective;298
8.2.5;Acknowledgments;301
8.2.6;References;301
8.3;Chapter Thirteen: Learning and Human Dignity Are Built Through Observation and Participation in Work;304
8.3.1;1. Introduction;304
8.3.2;2. The Performance of tunk-pëjkk (Work) Dignifies People;306
8.3.3;3. A Human/Person (jääy) Is a Socio-Natural Entity;307
8.3.4;4. Reciprocity Between the Work of the People, of the Domestic Animals, and of the Elements and Phenomena of the Earth-Nature;308
8.3.5;5. Work and Collaboration;310
8.3.6;6. Learning to Work by Means of Observation and Participation;312
8.3.7;7. Observation and Creativity;313
8.3.8;8. Repertoires of Practice and Variability;314
8.3.9;References;316
8.4;Chapter Fourteen: Learning by Observing, Pitching in, and Being in Relations in the Natural World;318
8.4.1;1. Introduction;318
8.4.2;2. Why Cultural Ecologies?;320
8.4.3;3. More-Than-Human (MTH) Conceptions of Communities;320
8.4.4;4. The Role of Attention to MTH Agency in Adult-Child Interactions;324
8.4.5;Acknowledgments;326
8.4.6;References;326
8.5;Chapter Fifteen: Using History to Analyze the Learning by Observing and Pitching In Practices of Contemporary Mesoamerica ...;330
8.5.1;1. Introduction;331
8.5.2;2. Indigenous Knowledge Systems and LOPI;333
8.5.3;3. Historical Continuity and LOPI;337
8.5.3.1;3.1. Communal Labor;337
8.5.3.2;3.2. Trueque, a Community System of Reciprocal Exchange;340
8.5.3.3;3.3. Respeto and Reciprocity;343
8.5.4;4. History as a Tool in the Analysis of Indigenous-Heritage Communities;345
8.5.5;5. Conclusion: Historical Observations of LOPI Practices;351
8.5.6;References;354
8.6;Chapter Sixteen: ``My Teacher Is Going to Think Theyre Crazy´´: Responses to LOPI Practices in U.S. First-Grade Classrooms;356
8.6.1;1. Introduction;357
8.6.2;2. First Graders in the United States Using LOPI;358
8.6.2.1;2.1. Everyday Routines of Observing and Pitching In;359
8.6.3;3. Using Film to Compare Responses to Ms. Bailey´s Classroom;360
8.6.4;4. That Will Not Work for the Children at Our School;361
8.6.5;5. Teachers Responses to the Film;363
8.6.5.1;5.1. Exception to the Teachers Responses;364
8.6.6;6. Parents Responses to the Film;366
8.6.7;7. First-Graders Responses to the Film;367
8.6.8;8. Strong Messages about Learning and Behavior;368
8.6.9;9. Deficit Ideas and Learning Practices;369
8.6.10;Acknowledgments;370
8.6.11;References;370
8.7;Chapter Seventeen: Learning by Observing and Pitching In and the Connections to Native and Indigenous Knowledge Systems;372
8.7.1;1. Introduction;373
8.7.2;2. Violence, Erasure, and Native Peoples;374
8.7.3;3. Native and Indigenous Education;376
8.7.4;4. Native Resistance(s) and Agency in Education;378
8.7.5;5. Neoliberal Bi/Multi/Inter/Pluricultural Education;380
8.7.6;6. Indigenous Knowledge Systems and Learning by Observing and Pitching In;382
8.7.7;7. LOPIs Contributions for Understanding IKS and Indigenous Learning Pedagogy;384
8.7.8;8. Conclusion;390
8.7.9;Acknowledgments;391
8.7.10;References;391
8.8;Chapter Eighteen: Children´s Participation in Ceremonial Life in Bali: Extending LOPI to Other Parts of the World;396
8.8.1;1. Introduction;397
8.8.2;2. Methodological Considerations;399
8.8.3;3. Children´s Participation in Community Activities in Bali: A Form to Belong and Contribute;399
8.8.4;4. The Community Spirit: To Belong as a Sense of Collectiveness;401
8.8.5;5. Social Organization of Learning Settings for Children to Participate in the Gamelan Orchestra;403
8.8.6;6. The Importance of Gamelan Music in Bali;404
8.8.7;7. Informal Settings for Learning Music: The Family and Community;405
8.8.8;8. Formal Settings for Learning Gamelan Music: Rehearsals in the Community Academy of Arts;409
8.8.9;9. Gamelan Music as a Way to Build Character and Devotion to the Social Environment;412
8.8.10;10. Final Reflections;414
8.8.11;References;415
9;Author Index;416
10;Subject Index;416
11;Contents of Previous Volumes;434
12;Back Cover;451