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Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm
This volume in the Advances in Child Development and Behavior series presents an understanding of how children learn in everyday circumstances, especially by observing and contributing to the activities of their families and communities, and how Western schooling practices have created a foreign influence.
Maricela Correa-Chávez (Volume editor), Rebeca Mejía-Arauz (Volume editor), Barbara Rogoff (Volume editor)
9780128031216, Elsevier Science
Hardback, published 16 December 2015
450 pages
22.9 x 15.1 x 2.8 cm, 0.86 kg
Praise for the Series: "This book is useful, not only for scholars already interested in the specific topics reviewed, but for anyone open to the scientific process." --Child Development Abstracts and Bibliography
Children Learn by Observing and Contributing to Family and Community Endeavors, the latest in the Advances in Child Development and Behavior Series provides a major step forward in highlighting patterns and variability in the normative development of the everyday lives of children, expanding beyond the usual research populations that have extensive Western schooling in common. The book documents the organization of children’s learning and social lives, especially among children whose families have historical roots in the Americas (North, Central, and South), where children traditionally are included and contribute to the activities of their families and communities, and where Western schooling is a recent foreign influence. The findings and theoretical arguments highlight a coherent picture of the importance of the development of children’s participation in ongoing activity as presented by authors with extensive experience living and working in such communities.
1. A Cultural Paradigm – Learning by Observing and Pitching In Barbara Rogoff, Rebeca Mejía-Arauz and Maricela Correa-Chávez Children Observing and Pitching In 2. Collaborative Work or Individual Chores: The Role of Family Social Organization in Children’s Learning to Collaborate and Develop Initiative Rebeca Mejía-Arauz, Maricela Correa-Chávez, Ulrike Keyser Ohrt, and Itzel Aceves-Azuara 3. Children’s Everyday Learning by Assuming Responsibility for Others: Indigenous Practices as a Cultural Heritage across Generations David Lorente Fernández 4. Supporting Children’s Initiative: Appreciating Family Contributions or Paying Children for Chores Andrew D. Coppens and Lucía Alcalá 5. Adults’ Orientation of Children — and Children’s Initiative to Pitch in — to Everyday Adult Activities in a Tsotsil Maya Community Margarita Martínez-Pérez 6. Respect and Autonomy in Children’s Observation and Participation in Adults’ Activities Fernando A.García 7. The Hidden Life Behind ‘Observing’ and ‘Pitching in:’ Mayan Children’s Creation of Learning Ecologies by Initiative and Co-operative Actions Lourdes de León 8. Children’s Avoidance of Interrupting Others’ Activities in Requesting Help: Cultural Aspects of Considerateness Omar Ruvalcaba , Barbara Rogoff , Angelica Lopez , Maricela Correa-Chavez and Kris Gutierrez 9. Young Children’s Attention to What’s Going On: Cultural Differences Katie G. Silva, Priya M. Shimpi , Barbara Rogoff and Santa Cruz 10. Día De Los Muertos: Learning about Death through Observing and Pitching In Isabel T. Gutiérrez, Karl S. Rosengren and Peggy J. Miller Learning by Observing and Pitcing in (LOPI) Fits with Cultural Cosmovisions 11. Conceptions of Educational Practices Among the Nahuas of Mexico: Past and Present Marie-Noëlle Chamoux 12. Learning to Inhabit the Forest: Autonomy and Interdependence of Lives from a Mbya-Guarani Perspective Carolina Remorini 13. Learning and Human Dignity are Built Through Observation and Participation in Work Rafael Cardoso Jiménez 14. Learning by Observing, Pitching In and Being in Relations in the Natural World Megan Bang, Ananda Marin, Douglas Medin and Karen Washinawatok 15. Using History To Analyze The Learning by Observing and Pitching In (Lopi) Practices Of Contemporary Mesoamerican Societies Rubén Flores, Luis Urrieta, Marie-Noelle Chamoux, David Lorente Fernández and Angélica López 16. “My Teacher is Going to Think They’re Crazy?: Responses to LOPI Practices in U.S. First Grade Classrooms Jennifer Keys Adair 17. Learning by Observing and Pitching-In and the Connections to Native and Indigenous Knowledge Systems Luis Urrieta 18. Children’s Participation in Ceremonial Life in Bali: Extending LOPI to other Parts of the World Yolanda Corona, Dewa Ayu Eka Putri and Graciela Quinteros
Subject Areas: Psychotherapy [MMJT], Educational psychology [JNC], Child & developmental psychology [JMC]
