Children’s Attention to Interactions Directed to Others Guate.docxmccormicknadine86
Children’s Attention to Interactions Directed to Others: Guatemalan Mayan
and European American Patterns
Maricela Correa-Chávez & Barbara Rogoff
University of California, Santa Cruz
This study investigated differences in attention and learning among Guatemalan Mayan and European
American children, ages 5–11 years, who were present but not addressed while their sibling was shown
how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different
toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western
schooling; n � 40) showed more sustained attention and learning than their counterparts from Mayan
families with extensive involvement in Western schooling (n � 40) or European American children (with
extensive family involvement in schooling; n � 40). The nonaddressed Mayan children from highly
schooled families in turn attended more than the European American children. These findings are
consistent with research showing that traditional indigenous ways of organizing learning emphasize
observation of ongoing interactions.
Keywords: attention, culture, learning, observation, indigenous
This study examined attentiveness and learning of 5- to 11-year-
old Guatemalan Mayan and European American children who
were present as their sibling was taught how to construct a toy.
Attending to events that are not addressed to oneself (third-party
attention) appears to be central to learning in communities with
Indigenous Mesoamerican history.
Learning from third-party attention may be an important but
overlooked developmental context. Although most research on
teaching and learning has focused on situations in which children
are addressed directly, some research indicates that events not
directed at children provide them with important information in
many communities. Middle-class U.S. toddlers assess a stranger’s
character or the emotional valence of a new situation by observing
other people’s reactions to the stranger or situation (Feiring,
Lewis, & Starr, 1983; Repacholi & Meltzoff, 2007). Children
across many communities also learn vocabulary and appropriate
language use by overhearing conversation (Akhtar, 2005; Barton
& Tomasello, 1991; Ochs, 1988; Oshima-Takane, Goodz, & De-
verensky, 1996; Schieffelin, 1991; Ward, 1971).
Learning by Intent Community Participation: An
Indigenous Model of Teaching and Learning
Third-party attention may be especially important in communi-
ties in which children have access to a wide range of family and
community activities as legitimate peripheral participants (Lave
& Wenger, 1991; Rogoff, 2003; Ward, 1971). Ethnographic re-
search on Indigenous-heritage North and Central American com-
munities frequently has noted children’s keen observation of the
activities of their community, as they are integrated in everyday
work and social life (Cancian, 1964; Chamoux, 1992; Corona &
Pérez, 2005; de Haan, 1999; de Leon, 2000; Modiano ...
Children’s Attention to Interactions Directed to Others GuateTawnaDelatorrejs
Children’s Attention to Interactions Directed to Others: Guatemalan Mayan
and European American Patterns
Maricela Correa-Chávez & Barbara Rogoff
University of California, Santa Cruz
This study investigated differences in attention and learning among Guatemalan Mayan and European
American children, ages 5–11 years, who were present but not addressed while their sibling was shown
how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different
toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western
schooling; n � 40) showed more sustained attention and learning than their counterparts from Mayan
families with extensive involvement in Western schooling (n � 40) or European American children (with
extensive family involvement in schooling; n � 40). The nonaddressed Mayan children from highly
schooled families in turn attended more than the European American children. These findings are
consistent with research showing that traditional indigenous ways of organizing learning emphasize
observation of ongoing interactions.
Keywords: attention, culture, learning, observation, indigenous
This study examined attentiveness and learning of 5- to 11-year-
old Guatemalan Mayan and European American children who
were present as their sibling was taught how to construct a toy.
Attending to events that are not addressed to oneself (third-party
attention) appears to be central to learning in communities with
Indigenous Mesoamerican history.
Learning from third-party attention may be an important but
overlooked developmental context. Although most research on
teaching and learning has focused on situations in which children
are addressed directly, some research indicates that events not
directed at children provide them with important information in
many communities. Middle-class U.S. toddlers assess a stranger’s
character or the emotional valence of a new situation by observing
other people’s reactions to the stranger or situation (Feiring,
Lewis, & Starr, 1983; Repacholi & Meltzoff, 2007). Children
across many communities also learn vocabulary and appropriate
language use by overhearing conversation (Akhtar, 2005; Barton
& Tomasello, 1991; Ochs, 1988; Oshima-Takane, Goodz, & De-
verensky, 1996; Schieffelin, 1991; Ward, 1971).
Learning by Intent Community Participation: An
Indigenous Model of Teaching and Learning
Third-party attention may be especially important in communi-
ties in which children have access to a wide range of family and
community activities as legitimate peripheral participants (Lave
& Wenger, 1991; Rogoff, 2003; Ward, 1971). Ethnographic re-
search on Indigenous-heritage North and Central American com-
munities frequently has noted children’s keen observation of the
activities of their community, as they are integrated in everyday
work and social life (Cancian, 1964; Chamoux, 1992; Corona &
Pérez, 2005; de Haan, 1999; de Leon, 2000; Modiano ...
This literature review analyzes two documents related to special education:
1) A cross-cultural analysis of family involvement in the education of children with disabilities in South Africa and the US. The review finds differences in how families navigate education systems and advocate for their children's needs.
2) A review of literature on educating gifted rural children from 1990-2003. The review finds issues around identifying and supporting gifted rural students, as well as challenges such as lack of opportunities and teacher training. The importance of community support and tailored education for gifted rural children is also discussed.
Effects of Social Class on Academic Achievement Hermela Assefa
The Future of Public Education. This was the name of a course I took my first year at Franklin and Marshall College that changed my life. This course exposed me to the harsh realities of our public education system. As I continually reflect on my experiences within this system from K-12 I always look past the significant impact my socioeconomic status had on my experience. Having immigrant parents that did not go through a formal education system shaped me to become a student who is not afraid to ask for help. I strive to provide assistance to students in my position who come from lower socioeconomic backgrounds. This paper allowed me to explore my curiosities and review the works of many scholars that have dedicated their time to explore the impact of social class on students' academic achievement.
This document summarizes a study that examined how 15 female school directors in Mexico understood their roles in serving their school communities. The study was motivated by two administrators who denied a proposed partnership between a US university and a Mexican university to help better serve Mexican immigrant students in the US. The study found that the Mexican school leaders emphasized the importance of developing meaningful relationships among families, schools, and communities to promote culturally responsive practices and policies that support student learning. They embraced concepts like familismo, which promotes family support and community-oriented school practices.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
This research proposal examines how bilingual story times at public libraries support early literacy skills and cultural socialization for Hispanic children and families. The study will observe a weekly bilingual story time session led by a bilingual librarian at a public library. It will explore how the community reacts to and benefits from the bilingual story time through attendance data, interviews with participating children and parents, library staff, and kindergarten teachers. The goal is to better understand how bilingual story times can help prepare Hispanic children for school by improving their literacy and social skills in both Spanish and English.
Children’s Attention to Interactions Directed to Others Guate.docxmccormicknadine86
Children’s Attention to Interactions Directed to Others: Guatemalan Mayan
and European American Patterns
Maricela Correa-Chávez & Barbara Rogoff
University of California, Santa Cruz
This study investigated differences in attention and learning among Guatemalan Mayan and European
American children, ages 5–11 years, who were present but not addressed while their sibling was shown
how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different
toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western
schooling; n � 40) showed more sustained attention and learning than their counterparts from Mayan
families with extensive involvement in Western schooling (n � 40) or European American children (with
extensive family involvement in schooling; n � 40). The nonaddressed Mayan children from highly
schooled families in turn attended more than the European American children. These findings are
consistent with research showing that traditional indigenous ways of organizing learning emphasize
observation of ongoing interactions.
Keywords: attention, culture, learning, observation, indigenous
This study examined attentiveness and learning of 5- to 11-year-
old Guatemalan Mayan and European American children who
were present as their sibling was taught how to construct a toy.
Attending to events that are not addressed to oneself (third-party
attention) appears to be central to learning in communities with
Indigenous Mesoamerican history.
Learning from third-party attention may be an important but
overlooked developmental context. Although most research on
teaching and learning has focused on situations in which children
are addressed directly, some research indicates that events not
directed at children provide them with important information in
many communities. Middle-class U.S. toddlers assess a stranger’s
character or the emotional valence of a new situation by observing
other people’s reactions to the stranger or situation (Feiring,
Lewis, & Starr, 1983; Repacholi & Meltzoff, 2007). Children
across many communities also learn vocabulary and appropriate
language use by overhearing conversation (Akhtar, 2005; Barton
& Tomasello, 1991; Ochs, 1988; Oshima-Takane, Goodz, & De-
verensky, 1996; Schieffelin, 1991; Ward, 1971).
Learning by Intent Community Participation: An
Indigenous Model of Teaching and Learning
Third-party attention may be especially important in communi-
ties in which children have access to a wide range of family and
community activities as legitimate peripheral participants (Lave
& Wenger, 1991; Rogoff, 2003; Ward, 1971). Ethnographic re-
search on Indigenous-heritage North and Central American com-
munities frequently has noted children’s keen observation of the
activities of their community, as they are integrated in everyday
work and social life (Cancian, 1964; Chamoux, 1992; Corona &
Pérez, 2005; de Haan, 1999; de Leon, 2000; Modiano ...
Children’s Attention to Interactions Directed to Others GuateTawnaDelatorrejs
Children’s Attention to Interactions Directed to Others: Guatemalan Mayan
and European American Patterns
Maricela Correa-Chávez & Barbara Rogoff
University of California, Santa Cruz
This study investigated differences in attention and learning among Guatemalan Mayan and European
American children, ages 5–11 years, who were present but not addressed while their sibling was shown
how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different
toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western
schooling; n � 40) showed more sustained attention and learning than their counterparts from Mayan
families with extensive involvement in Western schooling (n � 40) or European American children (with
extensive family involvement in schooling; n � 40). The nonaddressed Mayan children from highly
schooled families in turn attended more than the European American children. These findings are
consistent with research showing that traditional indigenous ways of organizing learning emphasize
observation of ongoing interactions.
Keywords: attention, culture, learning, observation, indigenous
This study examined attentiveness and learning of 5- to 11-year-
old Guatemalan Mayan and European American children who
were present as their sibling was taught how to construct a toy.
Attending to events that are not addressed to oneself (third-party
attention) appears to be central to learning in communities with
Indigenous Mesoamerican history.
Learning from third-party attention may be an important but
overlooked developmental context. Although most research on
teaching and learning has focused on situations in which children
are addressed directly, some research indicates that events not
directed at children provide them with important information in
many communities. Middle-class U.S. toddlers assess a stranger’s
character or the emotional valence of a new situation by observing
other people’s reactions to the stranger or situation (Feiring,
Lewis, & Starr, 1983; Repacholi & Meltzoff, 2007). Children
across many communities also learn vocabulary and appropriate
language use by overhearing conversation (Akhtar, 2005; Barton
& Tomasello, 1991; Ochs, 1988; Oshima-Takane, Goodz, & De-
verensky, 1996; Schieffelin, 1991; Ward, 1971).
Learning by Intent Community Participation: An
Indigenous Model of Teaching and Learning
Third-party attention may be especially important in communi-
ties in which children have access to a wide range of family and
community activities as legitimate peripheral participants (Lave
& Wenger, 1991; Rogoff, 2003; Ward, 1971). Ethnographic re-
search on Indigenous-heritage North and Central American com-
munities frequently has noted children’s keen observation of the
activities of their community, as they are integrated in everyday
work and social life (Cancian, 1964; Chamoux, 1992; Corona &
Pérez, 2005; de Haan, 1999; de Leon, 2000; Modiano ...
This literature review analyzes two documents related to special education:
1) A cross-cultural analysis of family involvement in the education of children with disabilities in South Africa and the US. The review finds differences in how families navigate education systems and advocate for their children's needs.
2) A review of literature on educating gifted rural children from 1990-2003. The review finds issues around identifying and supporting gifted rural students, as well as challenges such as lack of opportunities and teacher training. The importance of community support and tailored education for gifted rural children is also discussed.
Effects of Social Class on Academic Achievement Hermela Assefa
The Future of Public Education. This was the name of a course I took my first year at Franklin and Marshall College that changed my life. This course exposed me to the harsh realities of our public education system. As I continually reflect on my experiences within this system from K-12 I always look past the significant impact my socioeconomic status had on my experience. Having immigrant parents that did not go through a formal education system shaped me to become a student who is not afraid to ask for help. I strive to provide assistance to students in my position who come from lower socioeconomic backgrounds. This paper allowed me to explore my curiosities and review the works of many scholars that have dedicated their time to explore the impact of social class on students' academic achievement.
This document summarizes a study that examined how 15 female school directors in Mexico understood their roles in serving their school communities. The study was motivated by two administrators who denied a proposed partnership between a US university and a Mexican university to help better serve Mexican immigrant students in the US. The study found that the Mexican school leaders emphasized the importance of developing meaningful relationships among families, schools, and communities to promote culturally responsive practices and policies that support student learning. They embraced concepts like familismo, which promotes family support and community-oriented school practices.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
This research proposal examines how bilingual story times at public libraries support early literacy skills and cultural socialization for Hispanic children and families. The study will observe a weekly bilingual story time session led by a bilingual librarian at a public library. It will explore how the community reacts to and benefits from the bilingual story time through attendance data, interviews with participating children and parents, library staff, and kindergarten teachers. The goal is to better understand how bilingual story times can help prepare Hispanic children for school by improving their literacy and social skills in both Spanish and English.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
The reservation system was established by the US government to control Native American populations by confining them to specific lands. Research has shown poor educational outcomes for Native American youth on reservations, including lower grades, test scores, and higher dropout rates compared to other groups. Issues contributing to these outcomes include long travel distances to school, lack of resources, high teacher turnover, and earlier substance abuse. More research is still needed to understand the impacts of poverty, culture, and the relationship between substance abuse and education for Native American youth on reservations.
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
Linguistic Acculturation and Context on Self-EsteemHispanic.docxSHIVA101531
Linguistic Acculturation and Context on Self-Esteem:
Hispanic Youth Between Cultures
Rose M. Perez
Published online: 16 February 2011
� Springer Science+Business Media, LLC 2011
Abstract Immigrant adolescents must negotiate two cultures: the host culture and
their native culture. This study explored how self-esteem is moderated by the effect
of linguistic acculturation and context. An ordinary least-squares regression model,
controlling for fixed effects, produced results supporting the hypothesis that
linguistic acculturation moderates the effect of context on self-esteem. The self-
esteem of Hispanic adolescents who were less linguistically acculturated was found
to be more favorable when with family than with friends and the reverse was found
for the more linguistically acculturated participants. Adolescents in the middle of
the linguistic acculturation process had the widest variance in self-esteem between
times they were with their families and times in other contexts; they experienced
more positive self-esteem with anyone but family. Findings underscore the need to
better understand the complex process of linguistic acculturation and its effects on
self-esteem. This research also demonstrates the practical utility of a fixed-effects
model for reducing bias in cross-cultural research.
Keywords Linguistic acculturation � Hispanics � Fixed effects � Self-esteem �
Experience Sampling Method (ESM)
Hispanic immigrants and their children are not only the fastest growing population
in this country, but they are also among the poorest (Portes and Rumbaut 2006).
The author welcomes communication at the Fordham University Graduate School of Social Service.
She wishes to acknowledge the dissertation committee who helped guide completion of a doctoral
dissertation on which this article is based.
R. M. Perez (&)
Fordham University Graduate School of Social Service, 113 West 60th Street,
New York, NY 10023, USA
e-mail: [email protected]
123
Child Adolesc Soc Work J (2011) 28:203–228
DOI 10.1007/s10560-011-0228-y
For Hispanic youth, the pathway to higher social mobility is fraught with formidable
obstacles, like discrimination and suboptimal inner-city schools, that render them
unprepared for the challenges of the labor market, and it appears that, counter to
traditional patterns of immigrant incorporation, they are experiencing downward
adjustment. This becomes a problem for Hispanics, and for U.S. society as a whole,
given the increasing size of the Hispanic population. If Hispanic educational and
economic indicators do not improve, as their proportions grow, poverty in the
United States will grow correspondingly.
Redfield et al. (1936) defined acculturation as the ‘‘phenomena which result when
groups of individuals having different cultures come into continuous first-hand
contact, with subsequent changes in the original cultural patterns of either or both
groups.’’ Yet, time in the United States is typically ...
1. The document discusses how language reflects and influences culture and thinking. Different languages have words for concepts that other languages don't, showing cultural differences.
2. Cultural differences are also seen in how language is used pragmatically. Some cultures teach skills through verbal instruction while others use observation. Cultures also differ in encouraging independent versus cooperative learning.
3. Differences in social roles and contexts like home versus school also influence language acquisition and use through nonverbal cues, shared experiences, and expectations of children's speech.
An Annotated Bibliography On Children S Development Of Social Inclusion And R...James Heller
This document provides an annotated bibliography on research related to children's development of social inclusion and respect for diversity from birth to age 10. It includes 58 citations organized into 14 topical categories. The citations include research from developmental psychology, education, and literature on direct work with young children. The annotations provide brief descriptions of each research study or literature and indicate the type of diversity addressed such as race, ethnicity, gender, etc. The bibliography was compiled by Dr. Mariajosé Romero and is intended to help researchers, practitioners, teachers and policymakers in this field.
Response 1Discussion 2 Reciprocal Cultural Influence on Chimickietanger
Response 1
Discussion 2: Reciprocal Cultural Influence on Children and Adolescents
The broadness of culture, which includes religion, ethnicity, country, and race, was primary to the discussion this week. It is often thought that the behavior of a large group of people is driven by culture, yet despite such influences upon the development of the individuals within that culture, diversity remains significant. The development and change, common to individuals, may also be found within culture influencing both children and adolescents as they grow and develop. Reflective of the stage of development marked by the transition from childhood to adulthood, adolescents are influenced by different cultural norms and parental expectations (Levine, 2011). The reciprocal relationship of culture and child and adolescent culture was therefore explained. Additionally, two ways in which adolescents influence culture and two ways in which culture influences the development of a child/adolescent were identified and supported by learning resources.
Reciprocal Relationship of Culture and Child and Adolescent Culture
The forming of a child’s cultural identity begins at birth through the absorption of family culture and continues throughout the development of the child extending into adolescence (Derman-Sparks & Olsen Edwards, 2010). Thus, the reciprocal relationship of culture and child/adolescent culture reflects the crucial exchange between that culture, which began to be absorbed at birth and continued throughout adolescence as a recipient of culture, and the creation of a new version of culture considerate of the conditions of growth (Levine, 2011). Significant to this explanation is the adolescent influence on culture and the ways in which culture influences child and adolescent development.
Adolescents Influence Culture
Levine (2011) suggests that the personal decisions made within a historical context extend beyond the receiving of culture from the adolescent’s parent. Levine (2011) assumes the role of creating new versions of culture reflective of the conditions in which the adolescent grows and are the result of such personal decisions. For example, over a period of 40 or 50 years, adolescent females made personal decisions to become active contributors to change by challenging the culture of families by increasing female school enrollment which delayed the age to be married, and added contraceptive use (LeVine et al., 2001). Adolescents may also generate social transformation acting in noncompliance of the societal norm as in the breaking of traditional customs associated with culture in the accommodation of new social norms. Such was the case of adolescent boys with intercultural experience convincing people within their culture to embrace a new national norm of handshaking with members of an adjacent generation (i.e. your parents or children) and acting as “intermediaries” to social transformation (Levin, 2011).
Culture Influen ...
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descrmickietanger
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
This document summarizes a research article about socioemotional issues among gifted Filipino children. The research involved interviews with 22 gifted Filipino children aged 4-9 years old and their parents. Manifestations of perfectionism, hypersensitivities, and overexcitabilities were evident among the gifted Filipino children, similar to traits seen in Western gifted populations. However, more research is needed on the socioemotional realities of gifted children from non-Western cultures.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
Assignment Instructions Week 2During weeks 1 and 2 you have ex.docxrock73
Assignment Instructions
Week 2
During weeks 1 and 2 you have explored how parenting expectations, experiences and styles are influenced by many factors. The learning resources suggest several ways to provide parenting information and related family supports. For Assignment 1 due Week 2 you will use this information to create an enticing flyer for a parenting class that is designed to help prepare new parents. Your flyer should include:
1. The purpose of the parenting class – including why it is important
2. At least 5 distinct topics that will be addressed in the class noting why each is important. Be sure to cite resources to back this up.
3. Be creative – how would you entice parents or parents to be to come?
Flyer length minimum 500 words, 2 academic references used, MS word or RTF format only.
Possible grade
Student grade
The paper addresses the issues specified by the assignment - 5 parenting topics described.
20
The author shows insight and sophistication in thinking and writing
30
Two academic references were used with corresponding citations in the body of the paper
20
Paper was well organized and easy to follow. Paper was the required length. Cover page, paper body, citations and Reference list were in the American Psychological Association format.
20
Few to no spelling, grammar, punctuation or other writing structure errors
10
TOTAL
100
HELPFUL CLASS REQUIRED READING
https://edge.apus.edu/access/content/group/education-common/Universal/CHFD/331/elf/lesson-1/elf_index.html
https://edge.apus.edu/access/content/group/education-common/Universal/CHFD/331/elf/lesson-2/elf_index.html
READING 2.pdf
PARENTING: SCIENCE AND PRACTICE, 12: 212–221, 2012
ISSN: 1529-5192 print / 1532-7922 online
DOI: 10.1080/15295192.2012.683359
Cultural Approaches to Parenting
Marc H. Bornstein
SYNOPSIS
This article first introduces some main ideas behind culture and parenting and next addresses
philosophical rationales and methodological considerations central to cultural approaches to
parenting, including a brief account of a cross-cultural study of parenting. It then focuses
on universals, specifics, and distinctions between form (behavior) and function (meaning)
in parenting as embedded in culture. The article concludes by pointing to social policy
implications as well as future directions prompted by a cultural approach to parenting.
INTRODUCTION
Every culture is characterized, and distinguished from other cultures, by deeply rooted
and widely acknowledged ideas about how one needs to feel, think, and act as a
functioning member of the culture. Cross-cultural study affirms that groups of people
possess different beliefs and engage in different behaviors that may be normative in
their culture but are not necessarily normative in another culture. Cultural groups thus
embody particular characteristics that are deemed essential or advantageous to their
members. These beliefs and behaviors tend to persist over time and constitute the val- ...
Parental Influence on Childrenduring Educational Television.docxherbertwilson5999
This document discusses a study that examined parental influence on children's educational television viewing in immigrant families. The study found significant differences between Asian and Hispanic groups in how parents co-viewed and mediated their children's educational television viewing. Specifically, aspects of parental acculturation like language significantly predicted how parents instructed and restricted their children's viewing, and parental occupation significantly predicted aspects of parental acculturation like language.
Anti-Oppressive Pedagogy In Early Childhood Teacher Education A ConversationCynthia Velynne
This document summarizes the journeys of four educators to critical pedagogy and anti-oppressive education. It discusses how they apply these approaches in their roles as teacher educators in an early childhood education program.
Beth's commitment to social justice was strengthened through her activism and research focused on unlearning oppression. Cristian's journey began by questioning the lack of discussion about historical oppression in his native Dominican Republic. Both were influenced by scholars advocating critical perspectives in education.
They discuss applying critical lenses to examine power dynamics and oppression in educational contexts. Beth facilitates unlearning oppression workshops, while Cristian designed courses to provide alternative perspectives to mandated policies and challenge assumptions about others. Their work aims to develop pre
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
This document discusses the importance and benefits of incorporating multicultural perspectives into higher education curriculum. It reviews studies showing that multicultural education can have a positive impact on students by increasing respect for diversity. However, implementation of multicultural curriculum faces challenges, such as lack of diversity among college faculty. The document argues that exposing students to diverse perspectives through multicultural classes is crucial for preparing them to work in today's increasingly globalized society.
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
.
More Related Content
Similar to Cultural patterns of collaboration and communication whilewo
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
The reservation system was established by the US government to control Native American populations by confining them to specific lands. Research has shown poor educational outcomes for Native American youth on reservations, including lower grades, test scores, and higher dropout rates compared to other groups. Issues contributing to these outcomes include long travel distances to school, lack of resources, high teacher turnover, and earlier substance abuse. More research is still needed to understand the impacts of poverty, culture, and the relationship between substance abuse and education for Native American youth on reservations.
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
Linguistic Acculturation and Context on Self-EsteemHispanic.docxSHIVA101531
Linguistic Acculturation and Context on Self-Esteem:
Hispanic Youth Between Cultures
Rose M. Perez
Published online: 16 February 2011
� Springer Science+Business Media, LLC 2011
Abstract Immigrant adolescents must negotiate two cultures: the host culture and
their native culture. This study explored how self-esteem is moderated by the effect
of linguistic acculturation and context. An ordinary least-squares regression model,
controlling for fixed effects, produced results supporting the hypothesis that
linguistic acculturation moderates the effect of context on self-esteem. The self-
esteem of Hispanic adolescents who were less linguistically acculturated was found
to be more favorable when with family than with friends and the reverse was found
for the more linguistically acculturated participants. Adolescents in the middle of
the linguistic acculturation process had the widest variance in self-esteem between
times they were with their families and times in other contexts; they experienced
more positive self-esteem with anyone but family. Findings underscore the need to
better understand the complex process of linguistic acculturation and its effects on
self-esteem. This research also demonstrates the practical utility of a fixed-effects
model for reducing bias in cross-cultural research.
Keywords Linguistic acculturation � Hispanics � Fixed effects � Self-esteem �
Experience Sampling Method (ESM)
Hispanic immigrants and their children are not only the fastest growing population
in this country, but they are also among the poorest (Portes and Rumbaut 2006).
The author welcomes communication at the Fordham University Graduate School of Social Service.
She wishes to acknowledge the dissertation committee who helped guide completion of a doctoral
dissertation on which this article is based.
R. M. Perez (&)
Fordham University Graduate School of Social Service, 113 West 60th Street,
New York, NY 10023, USA
e-mail: [email protected]
123
Child Adolesc Soc Work J (2011) 28:203–228
DOI 10.1007/s10560-011-0228-y
For Hispanic youth, the pathway to higher social mobility is fraught with formidable
obstacles, like discrimination and suboptimal inner-city schools, that render them
unprepared for the challenges of the labor market, and it appears that, counter to
traditional patterns of immigrant incorporation, they are experiencing downward
adjustment. This becomes a problem for Hispanics, and for U.S. society as a whole,
given the increasing size of the Hispanic population. If Hispanic educational and
economic indicators do not improve, as their proportions grow, poverty in the
United States will grow correspondingly.
Redfield et al. (1936) defined acculturation as the ‘‘phenomena which result when
groups of individuals having different cultures come into continuous first-hand
contact, with subsequent changes in the original cultural patterns of either or both
groups.’’ Yet, time in the United States is typically ...
1. The document discusses how language reflects and influences culture and thinking. Different languages have words for concepts that other languages don't, showing cultural differences.
2. Cultural differences are also seen in how language is used pragmatically. Some cultures teach skills through verbal instruction while others use observation. Cultures also differ in encouraging independent versus cooperative learning.
3. Differences in social roles and contexts like home versus school also influence language acquisition and use through nonverbal cues, shared experiences, and expectations of children's speech.
An Annotated Bibliography On Children S Development Of Social Inclusion And R...James Heller
This document provides an annotated bibliography on research related to children's development of social inclusion and respect for diversity from birth to age 10. It includes 58 citations organized into 14 topical categories. The citations include research from developmental psychology, education, and literature on direct work with young children. The annotations provide brief descriptions of each research study or literature and indicate the type of diversity addressed such as race, ethnicity, gender, etc. The bibliography was compiled by Dr. Mariajosé Romero and is intended to help researchers, practitioners, teachers and policymakers in this field.
Response 1Discussion 2 Reciprocal Cultural Influence on Chimickietanger
Response 1
Discussion 2: Reciprocal Cultural Influence on Children and Adolescents
The broadness of culture, which includes religion, ethnicity, country, and race, was primary to the discussion this week. It is often thought that the behavior of a large group of people is driven by culture, yet despite such influences upon the development of the individuals within that culture, diversity remains significant. The development and change, common to individuals, may also be found within culture influencing both children and adolescents as they grow and develop. Reflective of the stage of development marked by the transition from childhood to adulthood, adolescents are influenced by different cultural norms and parental expectations (Levine, 2011). The reciprocal relationship of culture and child and adolescent culture was therefore explained. Additionally, two ways in which adolescents influence culture and two ways in which culture influences the development of a child/adolescent were identified and supported by learning resources.
Reciprocal Relationship of Culture and Child and Adolescent Culture
The forming of a child’s cultural identity begins at birth through the absorption of family culture and continues throughout the development of the child extending into adolescence (Derman-Sparks & Olsen Edwards, 2010). Thus, the reciprocal relationship of culture and child/adolescent culture reflects the crucial exchange between that culture, which began to be absorbed at birth and continued throughout adolescence as a recipient of culture, and the creation of a new version of culture considerate of the conditions of growth (Levine, 2011). Significant to this explanation is the adolescent influence on culture and the ways in which culture influences child and adolescent development.
Adolescents Influence Culture
Levine (2011) suggests that the personal decisions made within a historical context extend beyond the receiving of culture from the adolescent’s parent. Levine (2011) assumes the role of creating new versions of culture reflective of the conditions in which the adolescent grows and are the result of such personal decisions. For example, over a period of 40 or 50 years, adolescent females made personal decisions to become active contributors to change by challenging the culture of families by increasing female school enrollment which delayed the age to be married, and added contraceptive use (LeVine et al., 2001). Adolescents may also generate social transformation acting in noncompliance of the societal norm as in the breaking of traditional customs associated with culture in the accommodation of new social norms. Such was the case of adolescent boys with intercultural experience convincing people within their culture to embrace a new national norm of handshaking with members of an adjacent generation (i.e. your parents or children) and acting as “intermediaries” to social transformation (Levin, 2011).
Culture Influen ...
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descrmickietanger
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
This document summarizes a research article about socioemotional issues among gifted Filipino children. The research involved interviews with 22 gifted Filipino children aged 4-9 years old and their parents. Manifestations of perfectionism, hypersensitivities, and overexcitabilities were evident among the gifted Filipino children, similar to traits seen in Western gifted populations. However, more research is needed on the socioemotional realities of gifted children from non-Western cultures.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
Assignment Instructions Week 2During weeks 1 and 2 you have ex.docxrock73
Assignment Instructions
Week 2
During weeks 1 and 2 you have explored how parenting expectations, experiences and styles are influenced by many factors. The learning resources suggest several ways to provide parenting information and related family supports. For Assignment 1 due Week 2 you will use this information to create an enticing flyer for a parenting class that is designed to help prepare new parents. Your flyer should include:
1. The purpose of the parenting class – including why it is important
2. At least 5 distinct topics that will be addressed in the class noting why each is important. Be sure to cite resources to back this up.
3. Be creative – how would you entice parents or parents to be to come?
Flyer length minimum 500 words, 2 academic references used, MS word or RTF format only.
Possible grade
Student grade
The paper addresses the issues specified by the assignment - 5 parenting topics described.
20
The author shows insight and sophistication in thinking and writing
30
Two academic references were used with corresponding citations in the body of the paper
20
Paper was well organized and easy to follow. Paper was the required length. Cover page, paper body, citations and Reference list were in the American Psychological Association format.
20
Few to no spelling, grammar, punctuation or other writing structure errors
10
TOTAL
100
HELPFUL CLASS REQUIRED READING
https://edge.apus.edu/access/content/group/education-common/Universal/CHFD/331/elf/lesson-1/elf_index.html
https://edge.apus.edu/access/content/group/education-common/Universal/CHFD/331/elf/lesson-2/elf_index.html
READING 2.pdf
PARENTING: SCIENCE AND PRACTICE, 12: 212–221, 2012
ISSN: 1529-5192 print / 1532-7922 online
DOI: 10.1080/15295192.2012.683359
Cultural Approaches to Parenting
Marc H. Bornstein
SYNOPSIS
This article first introduces some main ideas behind culture and parenting and next addresses
philosophical rationales and methodological considerations central to cultural approaches to
parenting, including a brief account of a cross-cultural study of parenting. It then focuses
on universals, specifics, and distinctions between form (behavior) and function (meaning)
in parenting as embedded in culture. The article concludes by pointing to social policy
implications as well as future directions prompted by a cultural approach to parenting.
INTRODUCTION
Every culture is characterized, and distinguished from other cultures, by deeply rooted
and widely acknowledged ideas about how one needs to feel, think, and act as a
functioning member of the culture. Cross-cultural study affirms that groups of people
possess different beliefs and engage in different behaviors that may be normative in
their culture but are not necessarily normative in another culture. Cultural groups thus
embody particular characteristics that are deemed essential or advantageous to their
members. These beliefs and behaviors tend to persist over time and constitute the val- ...
Parental Influence on Childrenduring Educational Television.docxherbertwilson5999
This document discusses a study that examined parental influence on children's educational television viewing in immigrant families. The study found significant differences between Asian and Hispanic groups in how parents co-viewed and mediated their children's educational television viewing. Specifically, aspects of parental acculturation like language significantly predicted how parents instructed and restricted their children's viewing, and parental occupation significantly predicted aspects of parental acculturation like language.
Anti-Oppressive Pedagogy In Early Childhood Teacher Education A ConversationCynthia Velynne
This document summarizes the journeys of four educators to critical pedagogy and anti-oppressive education. It discusses how they apply these approaches in their roles as teacher educators in an early childhood education program.
Beth's commitment to social justice was strengthened through her activism and research focused on unlearning oppression. Cristian's journey began by questioning the lack of discussion about historical oppression in his native Dominican Republic. Both were influenced by scholars advocating critical perspectives in education.
They discuss applying critical lenses to examine power dynamics and oppression in educational contexts. Beth facilitates unlearning oppression workshops, while Cristian designed courses to provide alternative perspectives to mandated policies and challenge assumptions about others. Their work aims to develop pre
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
This document discusses the importance and benefits of incorporating multicultural perspectives into higher education curriculum. It reviews studies showing that multicultural education can have a positive impact on students by increasing respect for diversity. However, implementation of multicultural curriculum faces challenges, such as lack of diversity among college faculty. The document argues that exposing students to diverse perspectives through multicultural classes is crucial for preparing them to work in today's increasingly globalized society.
Similar to Cultural patterns of collaboration and communication whilewo (20)
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
.
This assignment has two parts 1 paragraph per questionIn wh.docxOllieShoresna
This assignment has two parts: 1 paragraph per question
In what instances would Wikipedia be of benefit in conducting research necessary to develop quality deliverables?
what are the drawbacks of using Wikipedia as a primary academic source for conducting research necessary to develop quality deliverables.
.
This assignment is a minimum of 100 word all parts of each querstion.docxOllieShoresna
This assignment is a minimum of 100 word all parts of each querstion MUST be answered
1)
What is an example of past trends pertaining to the development and operation of community based corrections? How does institutional corrections and community corrections differ in relation to operations and development? How can we improve the development and operation of corrections by utilizing past, current, and future trends?
2)
What are the technological functions within correctional environments? How do technological functions relate to security and management functions within correctional environments? What would happen if there was a disconnect among these areas of a correctional facility?
3)
What are the technological functions within correctional environments? How do technological functions relate to security and management functions within correctional environments? What would happen if there was a disconnect among these areas of a correctional facility?
.
This assignment has three elements a traditional combination format.docxOllieShoresna
This assignment has three elements: a traditional combination format resume, a cover letter, and a reference sheet
. Cover letter is no more than one page (3-6 paragraphs) in length
The cover letter must be written to a real company for a real job in Pittsburg, PA.
Please direct a person's name with a complete address. Be sure to use the appropriate salutation such as Mr., Ms., Dr., etc.
Make sure that you have varied your sentence structure so that every sentence does not begin with "I"
Important information about myself:
Name : Nicolas J, an international student from France
Major: Management Information System
Skills: speak two language, native language is France, and second language is English.
Experience: five years working in Freeze company (from 2007 to 2012) in France at IT department before I came to the U.S. to study MIS.
Note: see the attached document for samples of a cover letter and a reference sheet
.
This assignment has four partsWhat changes in business software p.docxOllieShoresna
This assignment has four parts:
What changes in business software platforms have you experienced, and what was the driving force behind the change?
What important trends in business hardware are occurring? What relationship do you see happening between hardware changes and software? In your experience, which seems to drive the other and why?
How important do you perceive databases and data mining to business? How could a small business take advantage of the technology?
In your opinion, should software dictate business processes or should the business process dictate the software structure? Why? What are the risks?
.
This assignment consists of two partsthe core evaluation, a.docxOllieShoresna
This assignment consists of two parts:
the core evaluation,
and
the plan for extending the evaluation through research
in the
Illinois University
, and in sources that will increase the context of the evaluation even further.
My core essay (4 pages) would discuss these criteria through examples, and explanation of why they are important. In developing this essay, I could also use description, definition, comparison/contrast and cause and effect, since these are also ways to evaluate something. My goal is to provide an evaluation that readers find reasonable and thorough.
What I want to come up with based on this questioning, is a plan for research that includes discussion of who I would go to for information and why, a list of potential survey and interview questions and an annotated bibliography with a minimum of three sources accessed through Booth Library databases.
this project is related to my university just look the attached paper for further information.
.
This assignment asks you to analyze a significant textual elemen.docxOllieShoresna
This assignment asks you to analyze a significant textual element from “Welcome to Dataland”. First, provide a brief summary (1-2 sentences) of the essay, including an explanation of Bogost’s main claim. Next, using your tools for textual analysis, identify
one
key element of the text from Bogost’s essay and analyze the significance of this element. How does it contribute to the text’s purpose? In what ways does it relate to the essay’s main claim? How does it impact how an audience receives or interprets the text?
.
This assignment allows you to learn more about one key person in Jew.docxOllieShoresna
This assignment asks students to write a 750-word paper summarizing the life and importance of a key figure in ancient Jewish history such as Abraham, Moses, David, Solomon, Esther, or Ezra. The paper must also explain a connected key event in Jewish history, describe associated rituals or texts, and provide an example of how the figure helped develop Jewish ethics. Completing a worksheet on common Jewish holy days will help with reflecting on the assignment.
This assignment allows you to explore the effects of social influe.docxOllieShoresna
This assignment allows you to explore the effects of social influences on personal development.
Write
a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:
·
Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
·
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
·
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
·
Explore the effects your social world has had on your developing professional identity.
Cite
at least 2 scholarly references.
Format
your paper according to APA guidelines.
Click
the Assignment Files tab to submit your assignment.
This assignment is based on my low-self-esteem. My mother would be the one who shaped my
development. Follow the instructions. Please have the heading
The Self in the Social World
and the running head.
.
This assignment addresses pretrial procedures that occur prior to th.docxOllieShoresna
This assignment addresses pretrial procedures that occur prior to the trial but not the trial itself. Subjects included
but are not limited to
: first appearance, alternatives to bail, Grand Jury proceedings, plea-bargaining, and federal rules of procedures for plea-bargaining. In addition to topics listed in the syllabus, additional information from the textbook and research references is required.
.
This assignment allows you to learn more about one key person in J.docxOllieShoresna
This assignment allows you to learn more about one key person in Jewish history and to relate that person to any specific rituals in Judaism today. In doing so, you will also learn how your chosen individual fits into the larger history of the religion.
Part 1
Complete
the University of Phoenix Material: Common Holy Days in Jewish Religious Traditions Worksheet to help you as you reflect on Part 2 of this assignment.
Part 2
Write
a 700- to 1,050-word paper that includes the following:
A summary of the life and importance of one key person in Jewish history
An explanation of one key event in the history of Judaism that is connected to that person
A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
Brief explanation of Jewish ethics
Format
your assignment according to appropriate course-level APA guidelines.
Submit
your assignment to the Assignment Files tab
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This assignment allows you to explore the effects of social infl.docxOllieShoresna
This assignment allows you to explore the effects of social influences on personal development.
Write
a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:
Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
Explore the effects your social world has had on your developing professional identity.
Cite
at least 2 scholarly references.
Format
your paper according to APA guidelines.
.
this about communication please i eant you answer this question.docxOllieShoresna
this about communication >>>
please i eant you answer this question from book Milestones in Mass Communication Research: Media Research, 3rd ED
Lowery &Defleur ISBN 0-8013-1437-2
I will submit the question and please the answer re write and own word i want rephrase the answer
i add some answor to help you to answer the question and please rephrase and write own words please i want use the book to find correct answer
.
Think of a time when a company did not process an order or perform a.docxOllieShoresna
Think of a time when a company did not process an order or perform a service for you in a timely manner.
What was your reaction?
What actions did the company take to correct the situation?
What actions would you have liked for the company to take?
Discuss possible reasons why the company was not able to complete your order/service in a timely manner and suggest potential areas for improvement.
4 Paragraph minimum.
.
Think_Vision W5- Importance of VaccinationImportance of Vaccinatio.docxOllieShoresna
Think_Vision W5- Importance of Vaccination
Importance of Vaccination
Mary's one year old daughter is due to be given the Measles, Mumps, and Rubella (MMR) vaccine during her next visit to the doctor. Mary is upset and concerned because one of her friend's sons became ill after a similar vaccination. She has also heard rumors that MMR vaccine causes rubella. Mary was also told that her daughter will need to be vaccinated before Mary returns to work.
Mary is not alone. Many parents face this issue. Therefore, it is important for Mary and all such parents to make decisions that are best for their children, based on facts and not emotions.
Place yourself in the role of a health care worker, submit to the discussion area your plan to validate the importance of vaccination by addressing the following questions:
Why are vaccinations necessary components of the healthcare programs?
Are there reasons for people not being vaccinated despite of such elaborate healthcare programs? Explain.
What are the consequences of people not being vaccinated?
What is the impact of religious, cultural, legal, and ethical issues that parents need to consider before vaccination?
What type of information will help the parents make an informed decision about vaccinating their children?
NEED TO BE VERY SPECIFIC VERY DETAILED IS EXTREMLY IMORTANT THIS ONE
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Thinks for both only 50 words as much for each one1-xxxxd, unf.docxOllieShoresna
Thinks for both only 50 words as much for each one
1
-xxxxd, unfortunately there isn’t any Ethical Code of Conduct that all countries follow to the letter. “When in Rome, you act as the Romans does.” Therefore, Chiquita did what they thought was right under the circumstances. Rather it was for profit or to save the lives of its employees. Their decision may have been considered unethical by the United States standards. But, to them it was the right thing to do to eliminate human causality. A lot of these atrocities stem from the wide gap in wealth distribution, corruption, and greed at the highest level in the government infrastructure. Not too long ago in the distant past in the United States, the government, politicians, influential business men and part of society partake in various atrocities as well against several groups of people all in the name of greed, profit, and racism. At the time, they felt their actions was justified, and continued the course without deviation.
2
-I enjoyed reading your response to question 6 on the civil death policy legal terminology persay. It helped me to understand more clearly that they would be denied rights such as voting, holding public office etc. It is truly not a black or white answer, but a very gray area. I know in some instances yes I could see businesses get that but due to the circumstances they were truly put into a no win situation. Even if they went to the authorities they would probably have been found out and then they would end up still tortured and killed.
this is about the chiquita case.
.
Think of a specific change you would like to bring to your organizat.docxOllieShoresna
Think of a specific change you would like to bring to your organization. Describe the change, the value that you believe the change would bring to the organization, and the methodology that you would use (top-down or bottom-up) in order to implement the change.
I would have mangement work with the employees who would be affected rather than managers making a change and it being a total nightmare. So I would do bottom up.
.
Think of a possible change initiative in your selected organization..docxOllieShoresna
Think of a possible change initiative in your selected organization.
This could be the one you identified in Unit 3. Briefly describe the initiative.
Identify the possible stakeholders – those people or organizations that would positively or negatively affect a successful outcome.
Identify two key stakeholders who would be supportive of the initiative and two who would resist it. Provide recommendations for
PLEASE SEE and FOLLOW the instructions on the Attached Rubric
.
Thinking About Research PaperConsider the research question and .docxOllieShoresna
Thinking About Research Paper
Consider
the research question and hypothesis you created in Week 3, as well as the information you summarized in your literature review in Week 2.
Write
a 4- to 6-page paper that explains the most appropriate research methods for your chosen topic. Keep in mind the following guidelines:
Identify at least two different research methods that could be used to investigate whether your hypothesis is accurate. You may wish to consider quantitative research, secondary data analysis, ethnographic studies, participant observation, or in-depth interviews.
Evaluate the appropriateness of each by explaining their advantages and disadvantages.
Explain which of the two methods you believe is the most appropriate.
Explain specifically how you could use this method to study your research question.
Use
APA writing style guidelines.
Include
an APA-style formatted references page listing the articles you selected.
Hypothesis: Police departments nationwide need to change their mindsets and policies to attract the modern millennial police recruits today.
Must receive by 2/2/2017 by 2000
.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Accounting for Restricted Grants When and How To Record Properly
Cultural patterns of collaboration and communication whilewo
1. Cultural patterns of collaboration and communication while
working together among U.S. Mexican heritage children
Maricela Correa-Chávez ⁎
California State University, Long Beach, United States
a r t i c l e i n f o a b s t r a c t
Article history:
Received 13 November 2015
Received in revised form 9 August 2016
Accepted 15 August 2016
Available online 9 September 2016
To examine the cultural organization of collaboration, 50 U.S.
Mexican-heritage sibling pairs
(ages 6–11) were videotaped as they participated in a puzzle
construction activity. Half were
from families with more recent connection with rural practices,
and limited schooling (“pueblo
families”) and half from “high schooling families” (more
connection with middle-class prac-
tices, higher schooling). Children were given a previously
constructed model, parts to construct
another, and left alone. Every 10 s coders noted how the
siblings coordinated either: jointly en-
gaged, checking-in, solo, or off-task and if collaboration was
organized either verbally, nonver-
bally, or with multiple means. Children from “Pueblo” families
engaged jointly and used
nonverbal and multiple means of communication more than
children from “high schooling”
4. http://www.sciencedirect.com/science/journal/22106561
www.elsevier.com/locate/lcsi
LOPI details the cultural organization of this form of teaching
and learning where children are included in family and
community
activities and frequently pitch in, or help out ongoing activity
out of their own initiative (Alcalá, Mejía-Arauz, Rogoff,
Coppens, &
Dexter, 2014; Rogoff, 2014; López, Najafi, Rogoff, & Mejía-
Arauz, 2012; Mejía-Arauz, Correa-Chávez, Keyser Ohrt, &
Aceves-Azuara,
2015).
This collaboration and initiative in activity is often evident in
the ethnographic reports of children working with adults in
com-
plex tasks from helping to run small business, to running
errands, to translating, and caring for sibling (Lancy, 2008;
Ochs &
Izquierdo, 2009; Mejía-Arauz et al., 2015). Additionally, the
helpfulness reported is not only limited to the home
environment,
Mexican and Central American descent students in one Los
Angeles area school volunteered to help out in school even
when
they were on vacation in addition to helping out at home
(Orellana, Dorner, & Pulido, 2003). Interviews with mothers
provide
more support for these observations and also indicate that often
children participate in these activities from their own initiative,
without being forced or cajoled into helping (Alcalá et al.,
2014; Coppens, Alcalá, Mejía-Arauz, & Rogoff, 2014; Mejía-
Arauz et al.,
2015). This study builds on the ethnographic work showing
5. cultural differences in children's helpfulness and on the work of
Rogoff and her colleagues who have suggested that a key part of
childhood in communities with Indigenous histories involves
collaboration and initiative in participating in family and
community activities (Correa-Chávez et al., 2015; Rogoff et al.,
2003).
These cultural patterns of encouraging helpful collaboration at
home and in the community are often different than the patterns
of work encouraged by school.
1.2. Cultural patterns of collaboration
Traditionally schools have been places where individual work is
prioritized and collaboration is either actively discouraged
(called cheating) or simply not encouraged in day to day
interactions where the teacher/whole class or teacher/individual
student
format predominates (Mehan, 1979). When children from a
traditionally organized classroom were asked to collaborate,
they
often used test and quiz formats rather than interactions where
they built off other one another's efforts (Matusov, Bell, &
Rogoff, 2002). Of particular importance to this study is the fact
that children must learn the cognitive skills of effectively
collab-
orating with one other people, and just as modes of interaction
vary across cultural communities, forms of organizing
collabora-
tion should also vary across cultural communities (Correa-
Chávez & Rogoff, 2005).
Research suggest that working together in a way that skillfully
blends with ongoing interaction appears to be a skill learned
early on in interaction with others in communities with
Indigenous history. Mayan toddlers were more likely to request
help
6. from their already occupied mothers using gaze, touch, and
body posture compared to European American toddlers who
rarely
used those methods in asking for help (Rogoff, Mistry, Göncü,
& Mosier, 1993). Among school aged children, U.S. Mexican
heritage
children were ten times more likely to wait patiently and check
that an adult was not busy before asking her for help compared
to European American children who loudly and frequently
interrupted ongoing activity (Ruvalcaba, López, Rogoff, Correa-
Chávez,
& Gutierrez, 2015).
Skills at observation and integration in ongoing activity may be
related to the different forms of collaboration observed in com-
munities that have Indigenous history. When working on a
collaborative project with multiple participants, Mayan mothers
with
2 or fewer years of schooling were more likely to build off the
work of participants. Mayan mothers with 12 or more years of
schooling were more likely to subdivide the project into smaller
tasks (Chavajay & Rogoff, 2002). Similarly when 3 siblings
were engaged with a novel science exhibit U.S. Mexican
heritage siblings coordinated in a way that rarely interrupted
ongoing
activity, but rather blended agendas between participants.
European American siblings were more likely to interrupt
ongoing ac-
tivity and organize the activity through turn taking rather than
working together (Angelillo & Rogoff, 2005). Even when
working
on individual projects, U.S. Mexican heritage children whose
families were more familiar with the ways of rural Mexico and
had
fewer years of schooling were more likely to engage as a group
compared to U.S. European heritage children and Mexican heri -
7. tage children whose mothers had 12 or more years of schooling
(Mejía-Arauz, Rogoff, Dexter, & Najafi, 2007).
The cultural patterns in collaboration found in the research may
be learned in interaction as children work alongside adults in
meaningful family and community activity. However this
pattern of involvement tends to change as schooling becomes
more
prominent in family life. Studies examining the helping
behaviors of Mexican children at home have consistently found
that as
parents have more school experience children contribute less
often and less meaningfully to the family, and childhood is
reframed
as a time where children are supposed to be dedicated primarily
(if not exclusively) to school (Alcalá et al., 2014; Coppens et
al.,
2014; Mejía-Arauz, Keyser-Ohrt, & Correa-Chávez, 2013).
However as previously stated, traditional schools do not tend to
pro-
mote collaboration (Matusov et al., 2002), focusing instead on
individual accomplishments and verbal competency (Hart &
Risley, 1995).
1.3. Talk and joint activity in collaboration
Although some scholars have focused on the role of talk in
collaboration, if children are accustomed to integrating
themselves
into community and family work without interrupting others,
collaborative interactions may rely heavily on the act of
working
together (joint activity) as an organizer in addition to talk. In
some circumstances engaging in large amounts of talk may not
nec-
essarily lead to the most fruitful collaboration. For example
8. nonverbal interaction and modeling were common and effective
teaching strategies for young siblings working together
(Azmitia & Hesser, 1993) as well as for college students
working together
(Azmitia & Crowley, 2001). In some cases, such as in designing
structures “rapid prototyping,” (building and testing ideas with
131M. Correa-Chávez / Learning, Culture and Social Interaction
11 (2016) 130–141
minimal discussion) led to designing better structures than
collaborations involving intensive discussion (Apedoe, Mattis,
Rowden-Quince & Schunn, 2010).
However in communities where people have had many years of
schooling, as well as in schools themselves, talk is often pri-
oritized as a marker of engagement and learning (Dixon,
Levine, Richman, & Brazelton, 1984; Kim, 2002). In teaching
interactions
between Zinacantec Mayan siblings, children with only a few
years of school used more talk when teaching a younger sibling
compared to children who had not been to school. The children
who had not been to school tended to use more bodily closeness
and bodily guidance as teaching tools (Maynard, 2004). When
children were placed in groups of three with an adult who was
teaching them a new task, European American children were
more likely to communicate with one another using talk,
whereas
U.S. Mexican heritage children whose families had few years of
schooling (and whose families had immigrated from rural
Mexico)
were more likely to engage in multiple nonverbal turns at
communication called nonverbal conversation (Mejía-Arauz et
al.,
9. 2007). The results from these studies as well as previous
cultural research indicate that the patterns of verbal
communication
many believe are necessary for collaboration are cultural in
nature and may be related to familial participation in the
cultural in-
stitution of school.
1.4. Schooling as a cultural practice and familiarity with
indigenous ways
The institution of school has organized child life and learning in
many middle class communities for generations, although its
role is often overlooked (Hernandez, 1997; Rogoff, Correa-
Chávez, & Navichoc-Cotuc, 2005). Many practices common in
schools
such as engaging in child focused activities, and mini language
lessons, are common in communities that have an extensive his-
tory with school, but uncommon in other communities (Gaskins,
1999; Lancy, 2008; Morelli, Rogoff, & Angelillo, 2003;
Scribner &
Cole, 1973).
In Mexico, mass schooling was also important as a way of
forging a national “Mexican Identity” out of the many
Indigenous
groups of the country following the 1910 revolution. Part of the
goal of schooling was to “modernize” the countryside by
replacing
Indigenous languages and traditions. As a result of these efforts
many rural communities of Mexico no longer consider
themselves
Indigenous even though many still engage in some traditional
practices and ways of life (Flores, Urrieta, Chamoux, Lorente
Fernandez, & López, 2015). Migration to the United States has
been most common from these rural areas (Consejo Nacional de
10. Población, 2001). Silva et al. (2010) and López et al. (2010)
argue that in many immigrant Mexican communities in the
United
States with limited schooling people may be familiar with the
cultural pattern of LOPI. Therefore in this study, children's
patterns
of behavior in interaction are not seen as arising from a deficit,
or “lack” of knowledge of school ways, rather from engagement
with another cultural form of supporting learning.
According to the U.S. National Task Force on Early Childhood
Education for Hispanics (2007), among Mexican immigrant
mothers of 8 year old children, 48.6% completed high school,
and 51.4% had fewer than 11 years of school. Maternal
participation
in the cultural practice of school has far reaching implications
for children of the next generation, as mothers may organize
inter-
actions with children in ways that reflect the organization of
school (Richman, Miller, & LeVine, 1992; Rogoff et al., 1993).
The different forms of interaction are also seen over generations
where children whose mothers have many years of schooling
tend to exhibit forms of interaction and group organization
common to school. Mexican heritage children in the U.S. whose
mothers averaged 7 grades of school relied more on observation
as a source of information compared to Mexican heritage chil -
dren in the U.S. whose mothers had 12 or more years of
schooling (Mejia-Arauz, Rogoff & Paradise, 2005). The U.S.
Mexican her-
itage children whose moms had fewer years of schooling also
attended simultaneously to multiple ongoing events more often
than U.S. Mexican heritage children shoes moms had 12 or more
years (Correa-Chávez, Rogoff, & Mejía-Arauz, 2005). Mayan
chil-
dren whose mothers averaged 3 grades of schooling attended
11. more to information directed to others compared to Mayan
children
whose mothers averaged 12 or more years (Correa-Chávez &
Rogoff, 2009). Additionally U.S. Mexican heritage children
whose
mothers averaged 7.5 years of schooling attended more to
other's activity compared to U.S. Mexican heritage children
whose
mothers had 12 or more years of schooling (Silva et al., 2010;
López et al., 2010).
Although many patterns of teaching and learning seem to
change with increased parental participation in school, it is
impor-
tant to point out that increased schooling in Indigenous
communities is associated with many other demographic
changes. Fam-
ilies with more schooling tend to have fewer children in the
family, more limited involvement in the extended family, more
urban
experience, different migration patterns, and occupations
requiring credentials — all of which might influence child life
(LeVine,
LeVine, & Schnell, 2001; Richman et al., 1992). Therefore in
this study, school experience is used a proxy for increased
familiarity
with European American middle class cultural patterns of child
rearing and child learning and not seen as the sole or “active in-
gredient” in changing community patterns.
1.5. Present study
This study examines how U.S. Mexican heritage siblings whose
families have differing cultural backgrounds with regard to fa-
miliarity with school ways of organizing learning, or familiarity
with LOPI engage in joint activity when they are working
12. together
on a difficult task. Few studies have focused on the cultural
aspects of nonverbal communication in collaboration among
children.
In previous work some studies have focused on cultural aspects
of collaboration in the presence of adults (Chavajay & Rogoff,
2002), and others have focused on nonverbal conversation in
situations where children were working individually (Mejia-
Arauz et al., 2007). However in this study the sibling pairs were
working independent of any adult supervision — free to
organize
their interaction anyway they saw fit while working on
something together. Additionally as siblings, the children likely
already
132 M. Correa-Chávez / Learning, Culture and Social
Interaction 11 (2016) 130–141
had a repertoire of communicative tools at the ready thereby
making it likely they would use nonverbal aspects of
communication
if they so desired.
Based on previous comparative and ethnographic data it was
expected that there would be differences in the patterns of co-
ordination, with the sibling pairs whose families have more
recent immigration from rural areas of Mexico and less
extensive ex-
perience with school (pueblo group) engaging collaboratively
more and the sibling pairs from families more familiar with
middle
class ways through extensive schooling and related cultural
practices (high schooling group) engaging more in solo work. It
was
13. also expected that children from the pueblo families would
organize their collaborative interactions relying more on
nonverbal
and multiple means of communication compared to children
from the high schooling families.
2. Method
2.1. Participants and their communities
All of the children were in school in the United States and were
recruited through afterschool clubs at three public elementary
schools in the Los Angeles area. All three schools were in areas
that have large Latino populations and where the schools serve
almost exclusively Mexican heritage children. Almost all of the
schools' students (93%) participated in a free or reduced-price
lunch program. The majority of the children's families (46 of
the 50 sibling pairs) had historical roots in Mexico, 2 of the
sibling
pairs' families were from Guatemala and 2 from El Salvador
(which were included because of a similar history of Indigenous
prac-
tices and access to schooling). Parents provided family
demographic information in responding to the permission slip
sent home
from school.
All 24 mothers in the “pueblo group” were born outside the
United States: 21 in Mexico, 1 in El Salvador, and 2 in
Guatemala.
Among the fathers in this group 17 were born in Mexico, and 3
in Guatemala (4 declined to provide information). All of the
mothers in this group completed their education outside of the
United States, and typical occupations for the mothers incl uded
cook, garment worker, and housekeeper. Of the 16 fathers who
provided schooling information, 14 had 9 or fewer years of
14. schooling and 2 had more than 9 grades. All of the fathers that
reported schooling information completed school in Mexico.
Typ-
ical occupations for the fathers included gardener, busboy,
mechanic, and cook.
At the time of the study 8 families in the pueblo group had only
the 2 children that participated in the study, 10 families had 3
children and 6 families had 4 children. Seventy percent of the
children in the pueblo group reported speaking mostly Spanish
at
home and 46% reported having visited Mexico. Twelve of the
sibling pairs were of the same gender (5 pairs of sisters, and 7
pairs
of brothers). In the 12 mixed gender sibling pairs, 7 had a sister
as the older sibling. Average ages of the siblings were 9 and 7
½ years (see Table 1). All of the children were in the prescribed
grade for their age (for example 7 year olds in second grade).
While participating in the activity, 16 of the 24 pairs used
mostly English during the puzzle activity, 7 pairs used mostly
Spanish
and one pair used both English and Spanish.
In the “high schooling” group, 16 of the 26 mothers were U.S.
born, 9 were born in Mexico, and 1 in El Salvador. Eighteen of
the mothers in this group completed their schooling in
California and typical occupations included teacher, home
maker, nurse,
and office manager. Nine of the fathers were born in the U.S.,
11 in Mexico, 1 in Guatemala, and 1 in El Salvador (4 declined
to provide information). Of the 19 fathers who provided
schooling information, 3 had 9 or fewer years of schooling, 7
completed
high school, and 9 attended school beyond high school (14 the
fathers completed their schooling in California). Typical
occupa-
15. tions for the fathers included customer service representative,
graphic designer, salesman, and teacher.
Table 1
Maternal schooling paternal schooling, gender, and age of
siblings.
Mexican-heritage
Pueblo
24 sibling pairs
(48 children)
Mexican-heritage
High schooling
26 sibling pairs
(52 children)
Average maternal schooling
(Information available on all 50 mothers)
7.3 grades
(Range: 4–11 grades)
SD = 2.1
14.3 grades
(Range: 12–16 grades)
SD = 1.8
Average paternal schooling
(Information available on 35 fathers)
8.3 grades
(Range 6–12 grades)
SD = 1.9
13.0 grades
16. (Range 8–16 grades)
SD = 2.6
Older sibling
Gender 12 girls, 12 boys 15 girls, 11 boys
Average age 9.3 years
(Range 8–10 years)
9.1 years
(Range: 7–11 years)
Younger sibling
Gender 10 girls, 14 boys 14 girls, 12 boys
Average age of focal child 7.4 years
(Range: 6–10 years)
7.0 years
(Range: 6–10 years)
133M. Correa-Chávez / Learning, Culture and Social Interaction
11 (2016) 130–141
At the time of the study 8 families in the high schooling group
had only the 2 children that participated in the study, 11 fam-
ilies had 3 children, 3 families had 4 children, and 2 families
had 5 children. Forty percent of the children in the high
schooling
group reported speaking Spanish at home and 23% reported
having visited Mexico. Seventeen of the siblings in this group
were
same gender (10 pairs of sisters, and 7 pairs of brothers). In the
9 mixed gender sibling pairs, 5 had a girl as the older sibling.
Average ages of the siblings were 9 and 7 years, and all of the
children were in the prescribed grade for their age. During the
17. puz-
zle activity, 25 of the 26 pairs whose mothers had high
schooling used mostly English during the puzzle activity, and
one pair
used both English and Spanish.
Chi-square analyses showed that there were differences between
the groups in how likely they were to speak Spanish at home
(X2 (1) = 5.27, p b 0.05), how likely the children were to have
gone to Mexico to visit (X2 (1) = 3.93, p b 0.05), and language
used during the activity (X2 (2) = 8.91, p b 0.05). Among the 35
sibling pairs who provided both maternal and paternal schooling
information, there was a 0.82 correlation between maternal and
paternal schooling (p b 0.01) such that the more schooling the
mother had, the more school the father tended to have.
2.2. Procedure
As part of a larger study the sibling pairs were invited to be
videotaped as they worked together to construct a three-
dimensional honey bee puzzle. The puzzle was chosen because
it was very difficult to put together with many pieces similar
looking pieces, therefore the children would benefit from
working together as they constructed it. It was also a puzzle that
had
been discontinued by its manufacturer therefore it was unlikely
the children had experience with that particular puzzle. This
was confirmed when we asked the children if they had ever
constructed a puzzle like it before. All of the children reported
having
had some experience with 3D puzzles either at school or at
home (usually involving dinosaurs or buildings), but no child
had ex-
perience with the honey bee puzzle presented.
The children were seated together at a long rectangular table
18. opposite the video camera. The female Research Assistant
(RA) then brought an already completed honey bee model that
had been glued together and placed it in front of the chil -
dren on the table. “Now you are going to work together to make
a puzzle that looks like this (hands them the model). You
can look at this one and touch it and move it around as much as
you want. Here are all of the pieces you need to make an-
other one (lays out all of the parts on the table in front of the
children). I have to go outside for a little while, but if a piece
breaks you can go outside and let me know and I'll get you
another piece. You can be as loud as you want while you are
here.”
The RA left the room for 10 min to ensure the children would
feel comfortable talking, gesturing, and being loud with one
another as they worked on the puzzle. This was also done to
emphasize to the children that they would be figuring out how
to construct the puzzle on their own without the help of the RA.
The instruction “you can be as loud as you want while you
are here” was also meant to emphasize to the children that this
space was different from school and they did not need to behave
or use “inside voices” as they worked. After 10 min the RA
walked back into the room and sat in a corner doing some
“work” in
her notebook until the children finished. If the siblings had not
finished by 15 min, the RA checked on them asking them if ev-
erything was OK and if they wanted to continue. If any pair
wished to stop at this point they were allowed to do so,
otherwise the
RA went back to “work” and waited for the siblings to finish.
Once they were done, they were taken back to their after school
club
by the RA.
2.3. Coding
19. The videotape record was divided into 10 s segments during
which a bilingual coder unaware of the hypothesis of the study
identified how the pair was organized as they completed the
puzzle: either jointly engaged, checking in, solo, or off task.
Ten sec-
onds was chosen because this amount of time was long enough
that the children could build off of one another's ideas and ac-
tions, but not so long that other forms of interaction might be
missed or lost. Only one form of interaction was coded per
segment. In order to not miss any segments involving
collaboration, any segment that contained joint engagement and
any
other form of social organization, for example “checking in,”
was coded as joint engagement. Although this meant that
collabora-
tion could take place for 4 s only, and still be coded
collaboratively, this approach was actually conservative in that
it was possible
that it slightly reduced the possibility of finding differences
between the groups. If any segment contained checking in and
either
solo or off task, it was coded as checking in, and if any segment
contained solo and off task it was coded as solo. Again, this
may
have led to fewer segments coded as off task.
Although each 10 second segment was coded independently, the
information from neighboring segments was used to make
sense of what was occurring in any one segment. So for example
if both children were looking for a particular piece because
they had both agreed to try to find it in the previous segment,
and they both spent the 10 s looking for it they would have
been coded as collaborative rather than solo since they were
both working on something together that they had previously
agreed
upon. The four main categories: Jointly engaged, checking in,
20. solo, and off task are described in more detail below.
Additionally if
a segment was coded as jointly engaged, the coder also
identified if the children were coordinating with one another
primarily
through nonverbal joint activity, primarily through talk, or
through multiple means of communication (these are also
described
more fully below at the end of this section).
134 M. Correa-Chávez / Learning, Culture and Social
Interaction 11 (2016) 130–141
2.3.1. Jointly engaged
A segment was coded as jointly engaged if it was evident both
children were coordinating with one another in a cohesive
fashion as they contributed to their overall progress on the
puzzle. Often this meant both children were working together on
the same part of the puzzle. It was possible for one child to be
in observing or supportive role if it seemed that it was part of
helping or contributing to the other child's efforts and the
children seemed aware of one another's actions. Body position
was es-
pecially important in coding a segment as jointly engaged, the
children tended to be oriented to each other in a way that was
consistent with working together. Figs. 1 and 2 provide
examples of the children's body orientation. The siblings on the
left are
oriented towards each other and visibly working on the same
part of the puzzle. The children to the right are also working on
the puzzle but from their position and body posture it is not
21. evident that they are supporting one another as they work on
the same thing. Body position was not the only indicator of
joint engagement. Coders took note of what the children did in
pre-
vious or following segments to see how the sibling's activities
built or did not build on each other's. The following is a verbal
de-
scription of a 10 s segment that would have been coded as
jointly engaged:
A brother and a sister are working on the puzzle. The sister is
seated to the left of her brother and very near to him (about a
hand's distance apart). She holds the partially completed honey
bee body in her right hand, while looking on the table for a part
she needs. She glances at her brother who is holding a different
piece and she shifts the angle of the honey bee body in her right
hand so he can see it better. He looks at the glued together
model on the table then at her partially completed puzzle, looks
down
at the pieces on the table, and finds the one she needs. He takes
it and hands it to her. She takes it and places it where it
belongs.
Then again she starts looking for a piece as she shifts the angle
of the partially completed puzzle so her brother can see. (A
similar
pattern continues…).
2.3.2. Checking in
A segment was coded as “checking in” if both children were
checking in with each other as they worked on different aspects
of the puzzle. They did not appear to be coordinating their
actions with one another, but they were not working completely
in-
dependently from one another as evidenced by the questions
about what the other one was doing, or brief glances to check in
22. on
the other sibling. For example as one child was working on the
tail and the other on the wings one sibling asks, “what are you
doing now?” Or one sibling pauses her work to assess what the
other is doing. In segments coded as checking in it did not
appear
that the siblings were aware of what the other was doing
already, but they were finding out. However this did not mean
they
were working together as in jointly engaged. In one segment
coded as checking in:
A brother and a sister are seated side by side with at least a foot
of distance between them. The sister is looking for leg pieces
and the brother is placing pieces of the tail on the body. As the
sister looks for the pieces she is also singing an old jazz song.
The
brother is ignoring her singing as he tries to find all the
remaining parts of the tail. In the middle of her singing the
sister stops
and turns to look at her brother and asks what he is doing. He
says, “I know how to do this, let me do this.” She nods, and
each of
them goes back to what they were doing earlier, she sings as she
looks for leg pieces and he continues working on the tail.
2.3.3. Solo
A segment was coded as solo if both children were working solo
on the puzzle, side-by-side but not coordinating or commu-
nicating with each other for the entire 10 s.
2.3.4. Off task
A segment was coded as off task if both children were engaged
in something other than building the puzzle such as flying the
23. model bee around, engaging with something else in the room, or
goofing off for the camera. Because the focus was on the pair's
coordination if only one child was off task the segment was not
coded as off task, but rather as solo.
Figs. 1 and 2. Siblings constructing the puzzle through joint
engagement or solo work.
135M. Correa-Chávez / Learning, Culture and Social Interaction
11 (2016) 130–141
2.3.5. Off task talk
Any segment in which the children engaged in talk about
something other than constructing the puzzle was coded as
contain-
ing off task talk. Unlike other coding categories off task talk
could co-occur with any of the coded forms of engagement
(although
it almost always occurred in solo and off task segments).
After identifying the form of interaction of the children, the
coders went back to any segment coded as jointly engaged to
de-
termine if their collaboration was done primarily through talk,
through nonverbal joint activity, or through multiple means of
communication.
– Jointly engaged through nonverbal joint activity included
segments where the siblings were communicating with each
other
by engaging in joint activity. For example a child could hand
his sister a piece of the wing she had been looking for without
the sister asking for it, or they could both be working together
24. to get a piece into a slot by helping one another rotate that
piece. In these segments there was no talk about how to
continue with the puzzle. The talk (if there was any) was
limited
to a word or two, for example saying a name to call attention.
However the coordination between the siblings was organized
primarily through joint activity and close observation to one
another and to the task. The segment illustrating joint engage-
ment earlier was one that was coded as jointly engaged through
nonverbal joint activity.
– Jointly engaged primarily with talk included segments where
the coordination between the siblings was primarily evident in
the talk between them. For example a child could say, “I don't
think we should start with the head. We should do it some
other way,” or “why don't you look for the small legs and I'll
look for the big legs,” or “let's try to figure out where these
go.” When a segment was coded as jointly engaged through talk
the children were not visibly working on something it togeth-
er. This could often resemble a “division of labor” strategy with
children assigning one another small tasks. It could also in-
clude instances of verbal help on something the children were
doing or description of pieces or steps in the process. For
example one child is looking for a piece while her sister
describes it as she studies the model, “It's a piece with two
circles
and a point at the front. The point is really long and the circles
are small.” The coding manual however did not distinguish
the kinds of speech used in the segments coded as jointly
engaged primarily with talk. An examination of the kinds of talk
used would be interesting, but beyond the scope of this study.
– Jointly engaged through multiple means included segments
where the collaboration was organized both through joint
activity
and talk. For example the siblings are working at putting two
25. pieces together and as they work together one says, “I don't
think
this is where it goes, let's try the other one you have.” The
second sibling then holds up the piece and looks questioningly
at
the first. The first sibling nods and together they work together
at placing the piece. For a segment to be coded as “jointly en-
gaged through multiple means” neither the joint activity nor the
talk seemed to be primary in the 10 s, rather both seemed to
play an equal role in organizing joint activity. It was possible
that a segment was coded as jointly engaged through multiple
means on the basis of just a few sentences. However those
sentences were vital to the current activity in which the children
were engaged and they could not have advanced in their efforts
without them.
2.3.6. Reliability
Coding was conducted by a trained research assistant blind to
the hypothesis of the study, and one-third of the data was coded
by the author who was also trained on the coding manual for
reliability. Pearson's correlations between the two coders were
as
follows: jointly engaged r = 0.98; checking-in r = 0.95; solo r =
0.99; off task r = 0.99; off task talk r = 1.0; jointly engaged
with talk r = 0.94; jointly engaged nonverbally r = 0.90, joint
engaged multiple means =0.94. Although the questions in this
study only involved the total use of the forms of collaboration
for each pair, segment by segment agreement was also examined
and was good.
3. Results
Analyses focused on the first 15 min of interaction. This was
done because half the children in each cultural group fin-
ished within the first 15 min (12 pueblo and 14 high schooling
26. group), and many who had not finished by then tended
to become increasingly frustrated and uninterested after that
time (as evidenced by an increase in the segments coded as
“off task” after 15 min) and some pairs requested to stop at that
point in time. Proportion of time segments were used to
analyze the data because sibling pairs varied in how long they
took to complete the puzzle. However although the individ-
ual pairs varied, there were no significant differences in amount
of time spent on the puzzle between the cultural groups.
The average time coded was 13.5 min for the pueblo group
(range 7.5–15 min) and 13.8 min for the high schooling
group (range 7.8–15 min). No significant gender differences
were found across the sample or within each background
group for any of the analyses reported.
The coded data showed that children tended to engage similarly
across multiple segments if they were jointly engaged or
working solo. Across all the data only 7.4% of the segments
coded as jointly engaged were neither preceded nor followed by
an-
other segment where the children were jointly engaged (SD =
8.0), for solo only 31.9% of the solo segments were neither pre-
ceded nor followed with other segments coded as solo (SD =
30.4). Predictably, this pattern was different for checking in
segments where 58.7% of the coded segments were neither
preceded nor followed by another segment coded as checking in
(SD = 27.4).
136 M. Correa-Chávez / Learning, Culture and Social
Interaction 11 (2016) 130–141
3.1. Different forms of interaction in siblings from Mexican
27. pueblo and Mexican high schooling families
As expected, the sibling pairs from pueblo families engaged
jointly while constructing the puzzle in proportionally more
time
segments than children from the high schooling families
(39.6%), F (1, 48) = 8.11, p b 0.01. The children from the
pueblo families
engaged jointly in 58% of the time segments (95% CI [49.1%,
66.9%]) compared to 29.8% of segments for the siblings from
the high
schooling group (95% CI [28.8%, 49.9%]). Engaging jointly
was the most common form of interaction used among the
children
from the pueblo families and the confidence intervals indicate
that that the patterns for this form of interaction are
dramatically
different between the two cultural groups.
Additionally there was a trend for children from the pueblo
group to engage in longer stretches of collaborative interaction.
Although there were no differences between the groups in the
number of clusters of collaboration in the coded data (the
average
number of clusters of collaboration was 8.25 and 8.15 for the
pueblo and high schooling groups respectively), among children
from the pueblo families these stretches of collaboration tended
to be longer. The pueblo group's collaboration clusters averaged
1 min and 15 s (or 7.5 segments) compared to 40 s (4.2
segments) for the high schooling group. However these result
were not
significant at the 0.05 level (F (1, 48) = 3.35, p = 0.07).
Also as expected, the siblings in the high schooling group
worked separately from each other in solo activity more often
than
28. the siblings from the pueblo families, F (1, 48) = 4.52, p b 0.05.
The children from the high schooling families worked solo in
45.3% of the time segments (95% CI [36.1%, 54.5%]) compared
to 31.1% of time segments for the children from pueblo families
(95% CI [23.6%, 38.6%]), and this was the most common form
of interaction among the siblings from the high schooling
group.
There were no differences between the groups in the percentage
of segments organized by checking in with each other. The
children in the pueblo group organized by “checking in” in
10.4% compared to 13.2% of the time segments for the high
schooling
group.
Although being off task was rare among both groups, it was
more common for the siblings from the high schooling families
to
be off task in 1.9% of the time segments (95% CI [0.5%, 3.2%])
compared to 0.4% of time segments (95% CI [0.0%, 0.8%]) for
the
siblings from pueblo families, F (1, 48) = 4.32, p b 0.05.
Because the coding scheme was conservative with regard to “off
task”
(coding prioritized all other forms of interaction before off task
and could only be coded if both children were disengaged
from the activity for the entire segment), it is possible that this
behavior was not fully captured by the coding scheme used in
this study. However the difference between the groups is
corroborated by the finding that sibling pairs from the high
schooling
families were also more likely to engage in off topic discussion
or chat while building the model, in 6.7% (95% CI [1.0% ,
12.5%]) vs.
1.5% (95% CI [ 0.44% , 2.5%]) of the session's time segments,
F (1, 48) = 3.14, p b 0.05. Additionally the confidence intervals
29. do
point to different patterns between the sibling pairs in both
cultural groups. These patterns are consistent with the idea that
in
communities with extensive schooling children are less likely to
be alert to others' activities (Correa-Chávez & Rogoff, 2009).
Table 2 shows the means and standard deviations for each form
of organization and for off topic chat.
3.2. Different amounts of talk, nonverbal joint activity, or
multiple means of communication in collaboration
Due to differences in rates of joint engagement between the two
cultural groups, proportions were used to examine what per-
cent of the sibling's collaborative joint engagement was
organized through nonverbal joint activity, through talk, or
through mul-
tiple means of communication. Six sibling pairs that were
jointly engaged less than 10% of the time segments were
excluded from
the analysis. This was done because their numbers were so low
that including their data would have been misleading. One pair
only jointly engaged for one segment overall (1% of the time
segments). Whichever way the siblings communicated in that
one
segment would have resulted in 100% of those sibling's
collaborative interactions being categorized as either involving
nonverbal
joint activity, talk, or multiple means of communication. At the
highest end of those excluded were 2 sibling pairs who engaged
jointly for 6 segments, but again a score of 50% for them would
have only reflected 3 segments out of the entire activity.
Exclud-
ing these 6 pairs resulted in 24 pairs from the pueblo group and
20 pairs in the high schooling group being included in the
analysis.
30. Table 2
Means percent (and standard deviations) of session's time
segments using different forms of social organization.
Mexican-heritage
Pueblo
Mexican-heritage
High schooling
Organization of interaction
Engaged jointly 58.0 (21.0)** 39.6 (24.2)**
Checking in 10.4 (8.6) 13.2 (7.6)
Solo 31.1 (17.6)* 45.3 (22.9)*
Off task 0.4 (0.9)* 1.9 (3.3)*
Off task chat
1.5 (2.4)* 6.7 (14.2)*
Communication used while jointly engaged
Primarily by nonverbal joint activity 30.2 (3.2)* 21.0 (2.8)*
Multiple means of communication 43.7 (15.5)* 36.2 (7.4)*
Primarily by talk 26.4 (14.6)** 42.6 (15.4)**
137M. Correa-Chávez / Learning, Culture and Social Interaction
11 (2016) 130–141
Consistent with prior research (Mejia-Arauz et al., 2007) when
the sibling pairs from the pueblo families were engaged jointly
they used proportionally more nonverbal joint activity compared
to the pairs from the high schooling families, F (1, 42) = 4.34,
p b 0.05. When they were jointly engaged, children from the
pueblo families used nonverbal joint activity 30.2% of the time
31. (95%
CI [23.5%, 37.0%]) compared to the pairs from the high
schooling families who used nonverbal joint activity 21.0% of
the time (95%
CI [15.1%, 27.0%]). The siblings from the pueblo group were
also more likely to use more multiple means of communication
when
jointly engaged, 43.7% vs. 36.2% of the time, F (1, 42) = 3.94,
p b 0.05 (95% CI for pueblo backgrounds [37.2%, 50.3%] and
high
schooling backgrounds [32.8%, 39.7%]).
Also consistent with previous research (Maynard, 2004, Mejia-
Arauz et al., 2007) siblings from the high schooling families
were proportionally more likely to coordinate their joint
engagement through talk, 42.6% of the time (95% CI [35.7%,
49.4%])
vs. 26.4% for pueblo siblings (95% CI [20.4%, 32.8%]), F (1,
42) = 12.40, p b 0.01. Although the coding used in this study
did
not distinguish the types of speech used in interaction, these
findings are consistent with the idea that children from more
highly
schooled families might be using more division of labor
strategies in working together compared to children from pueblo
families.
However this speculation would require a separate study
focused on the kinds of speech used to verify this conjecture.
(Including the 6 excluded pairs from analysis revealed similar
patterns for talk and multimodal communication. However in
this case there was no difference between the groups for
nonverbal joint activity because the few segments (1–6) that
these
pairs engaged jointly tended to involve nonverbal joint
activity.)
32. 4. Discussion
Consistent with previous work showing collaboration as
important in the social organization of groups with Indigenous
histo-
ries, Mexican heritage siblings from pueblo families were more
likely to organize their interactions collaboratively through
joint
engagement where the siblings worked with one another and
built off one another's efforts. Joint engagement was the most
com-
mon form of social organization for the children from the
pueblo families. Conversely, the Mexican heritage children
from the
high schooling families were more likely to work solo on the
puzzle, and this was the most common form of social
organization
in this cultural group. The children from high schooling
families were also more likely to be off task which is consistent
with the
idea that they are less accustomed to observing ongoing
interaction for their own learning.
The results of this study are also consistent with the
ethnographic literature which suggests that as children
participate in the
important activities of their communities and families they may
be learning the skills of engaging with others in joint activity.
School has traditionally emphasized individual activity and
achievements and forms of engagement with children that are
often modeled on school tend to emphasize individual rather
than joint or group accomplishments (Dixon et al. 1984; Morelli
et al. 2003). The forms of interaction seen in this study seem to
be related to intergenerational patterns of participation in com-
munity institutions and activities particularly in school and
33. through LOPI.
4.1. Patterns in the use of talk and nonverbal means of
communication in interaction
The results of this study also showed cultural variation in the
ways of organizing collaboration with the children from the
pueblo families using proportionally more nonverbal joint
activity and multiple means of communication in organizing
their
joint engagement and the sibling from the high schooling family
using proportionally more talk. These findings are consistent
with prior work showing Mexican triads from pueblo families
organized interaction through nonverbal conversation more
often than European American triads who organized interaction
more through talk (Mejia-Arauz et al., 2007). The finding are
also consistent with the idea that in communities where children
are expected to observe and pitch in they may do so in ways
that do not disrupt ongoing activity (for example by talking
about things that are obvious to the participants). Additionally
if sib-
lings in the high schooling families were less familiar with
LOPI, and engaged in many child focused activities that
privilege talk
over joint activity, they may be less attuned to one another and
less accustomed to communicating through joint activity.
These results are important because while scholars have long
noted the myriad ways in which children's lives are organized,
many still view patterns of organization and communication
based on school models and middle class European American
ways
as normative and “effective” while other ways are viewed as
deficient. One current example is evident in academic and
policy
research around closing the language gap in which researchers
34. argue that having fewer words directly addressed to a child in
in-
fancy are related to a child's failure in school and subsequent
poverty (Hart & Risley, 1995; Fernald, Marchman, & Weisleder,
2013).
However this study shows that children whose families organize
learning through LOPI are skilled in collaboration and can ac-
complish this collaboration in ways that are different than what
is often seen in school-like settings with its emphasis on words.
Additionally results showed that neither group was “better” at
finishing the puzzle in the first 15 min of the activity. This
finding
is important as many of the policy projects aimed at “fixing”
children from non-dominant groups and their families
(especially
with regard to language use) assume this will lead them to
succeed in school. Policy initiatives such as the Thirty Million
Words Initiative (tmw.org) and Too Small to Fail (toosmall.org)
exemplify this orientation and promote the idea that we can
cure social ills by making children from nondominant groups
talk more and engage in ways that are familiar to highly
schooled
communities (see Avineri et al., 2015).
However an interesting observation from this data is that the in
the coded interaction of the sibling pair with the highest
amount of collaborative segments (100%), only 16% of those
segments involved talk. Although this pair is an extreme
example,
many of the collaborative segments especially among the
children from the pueblo families were ones where the children
138 M. Correa-Chávez / Learning, Culture and Social
Interaction 11 (2016) 130–141
35. http://tmw.org
http://toosmall.org
were able to collaborate in the process of working together
often without talk. Presumably the children were using skills at
ob-
servation that have been reported in other studies with children
of similar backgrounds (Correa-Chávez et al., 2005; Correa-
Chavez & Rogoff, 2009; López et al., 2010), although this was
not coded here.
4.2. Changing patterns of interaction, increased schooling, and
other populations
The differences in joint engagement and patterns of
communication between the children in the pueblo group and
the high
schooling group contribute to the body of work suggesting that
participation in school may compete with traditional forms of
or-
ganizing learning in communities of Indigenous heritage
(Chavajay & Rogoff, 2002; Correa-Chávez & Rogoff, 2009;
López et al.,
2010; Mejia-Arauz et al., 2007; Silva et al., 2010). It is likely
that parents who have spent 12 or more years in schools would
in-
teract with children in ways that are consistent with the
interactional patterns common to school. Parents may replace
more col-
laborative multiparty forms of engagement which often rely on
multiple means of communication with child focused rather than
community focused activity (Crago, Annahatak & Ningiuruvik,
1993; Richman et al., 1992).
However it is also important to highlight that different patterns
36. of schooling were associated with a number of differences be-
tween the two groups including: recency of immigration to the
U.S., parental occupations, fluency in English and in Spanish,
and
extent of experience in México. There are likely other values
and practices that differ between the groups, such as extent of
in-
teraction with extended family, proximity to family, or
involvement in extracurricular lessons that likely also
contribute to
children's experience with group interactions. It would be useful
in future research to examine ways that people can build a
broader repertoire of learning practices (Gutierrez & Rogoff,
2003), or if it is usual for one form of interaction to compete
with
(or replace) another.
Rather than framing one form of interaction as better or w orse
than another we should encourage children to develop a rep-
ertoire of cultural practices that they can draw upon across
situations to face a range of challenges some of which may
resemble
school problems and others which may require more
collaborative solutions. This is especially important given the
changing de-
mographics of the school age population where many of the
children are already coming to school familiar with other
cultural
ways of organizing life and learning. This was already the case
in the schools from which this data was collected where the stu-
dent body was made of predominantly of children whose
families came from Mexico and Central America often with very
little
schooling.
Similar patterns of changing demographics are doubtless found
37. in many communities around the world. The patterns of inter-
action found in this study and others operating within a LOPI
framework have until now been found in communities that have
historical roots in Mexico, Central America, and other
Indigenous communities of North and South America (see
Correa-Chávez
et al., 2015). The question of whether we would find similar
patterns in other communities in the world where schooling has
not been prominent historically is an empirical question that can
only be answered with increased research. Doubtless there
would be some similarities with patterns found in this study and
other populations, but likely also differences based on
cultural-historical patterns underlying children's roles in their
various communities. More research is needed to understand the
cultural nature of learning across different communities and the
specific forms of interaction common to those communities.
4.3. Limitations and future directions
This study links patterns of participation in LOPI with patterns
of collaboration and communication in interaction. However
one limitation is that the study did not follow children across
multiple contexts to observe the patterns of participation
outside
of the afterschool environment. Further studies should examine
the behavior of children across home, school and other contexts
to examine how these patterns might be similar or different. For
example some recent work shows that Mexican Heritage chil-
dren whose families have high schooling may help more in
home situations compared to more school-like situations (López
&
Rogoff, 2015). More work is needed to understand if patterns of
help are being used across contexts for some children and not
others, and how children are developing the multiple patterns, if
they are.
38. Additionally it would be of interest in future research to see if
the cultural patterns of collaboration found in this study were
amplified due to the fact that the participants were siblings.
Although there were differences in how much the siblings
collabo-
rated in the different cultural groups, there was still a good deal
of collaboration among the siblings in the high schooling group.
This is consistent with the research showing more collaboration,
and more multimodal collaboration among siblings compared to
peers (Azmitia & Hesser, 1993). It might also be fruitful in
future research to see if the patterns are similar to those found
among
European American siblings who presumably have less
familiarity with the ways of organizing learning and interaction
through
LOPI. Previous research comparing children of Indigenous
heritage and children of European American heritage has tended
to
find a more stark contrast between children from pueblo
families and European American children (Correa-Chávez et al.,
2005;
Mejía-Arauz et al., 2007). It would be interesting to see if the
patterns found among the siblings in the high schooling group
would be similar to what one would find among European
American siblings, or if they would be different than both
European
American and Mexican Pueblo siblings.
4.4. Implications for practice
U.S. census data shows that children from immigrant families
made up 20% of the children in the country, and children with
at
least one parent from Mexico make up the largest group of
children from immigrant families in 26 U.S. states (Hernandez
et al.,
39. 139M. Correa-Chávez / Learning, Culture and Social Interaction
11 (2016) 130–141
2007). Similar migration patterns from countries were LOPI is
common may also be seen in other countries in the world. It is
therefore useful to know more about the ways of life of children
from Mexican immigrant families, as well as the variation
that exists in these families. This study provides both by
examining the cultural patterns of participation in institutions
and com-
munity traditions among families of Mexican heritage, and by
examining how that participation is related to different forms of
interaction and communication in children.
Children for whom LOPI is a more common form of interaction
and communication may benefit if teachers and administrators
recognized the benefits of collaboration through multiple means
and built upon it. Research has shown that European American
children have a difficult time recognizing nonverbal forms of
collaboration when shown videos of interactions (Roberts &
Rogoff,
2012) however it is an empirical question whether or not adults
can recognize it in schools. By knowing more about the
strengths
that children from rural Mexican immigrant families bring wi th
them to the school context educators in the U.S. and Latin
America may be able to design educational spaces that make use
of and build on these strengths. However, learning the skills
of fluid collaboration might be a beneficial skill for all children
to learn. As the population of the world changes and as
workplaces
40. increasingly rely on teamwork and collaboration it would be
useful for all children to have a repertoire of practices that they
can
draw from across situations including, among others, the skills
of collaboration and multiple forms of communication.
Acknowledgments
Many thanks to the students, parents, and teachers from Moffett
Elementary School as well as its principal Joann Isken. Thank
you to Angelica López, Barbara Rogoff, Kris Gutierrez, and
Omar Ruvalcaba for comments and suggestions; and to Juanita
Correa
for work on coding. Funding for this research came from the
AERA and UC LMRI postdoctoral fellowship.
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