Children's Avoidance of Interrupting Others’ Activities in Requesting Help

Toward a New Understanding of Ethnic‐Racial Settings for Ethnic‐Racial Identity Development

“…Accordingly, groups should be defined with respect to the particular research question. For example, a study of how ethnic–racial settings are related to ERI and Spanish language use in schools could reasonably make use of the pan‐ethnic Latino category, whereas a study on ethnic–racial settings as related to ERI and the endorsement of specific Mexican cultural values (e.g., respeto ; Ruvalcaba, Rogoff, López, Correa‐Chávez, & Gutiérrez, ) would require a sample of Mexican American participants. In each case, the referent group that is assessed vis‐à‐vis the ethnic–racial setting is different, tailored to the specific research question.…”

Instructional Ribbing as a Cultural Practice for Guiding Children

“…In studies that have focused on observation, attentiveness, collaboration, and helpfulness, Nepantla participants' variability has been more evenly spread out between the two approaches or has tended to resemble the approach of one of these backgrounds -often the highly schooled group (Chavajay & Rogoff, 2002;Correa-Chávez et al, 2005;Mejía-Arauz et al, 2005, 2007Correa-Chávez & Rogoff, 2009). A few studies of mothers' simultaneous attention and children's considerateness have found no difference between Nepantla and Indigenous-heritage backgrounds (Rogoff et al, 1993;Chavajay & Rogoff, 1999;Ruvalcaba et al, 2015). An important empirical question is to determine which cultural practices and values tend to be maintained across generations, under what circumstances, and which ones erode or transform when people experience multiple cultural systems -especially when the second one is a dominant system.…”

“…Sonia Sánchez (2011) noted that lighthearted teasing to correct children's behavior respects children's autonomy and retains choice, whereas using physical means, such as removing the child or taking a toy away, removes options for the child. Being allowed to figure things out and encouraged to notice their effect on other people may also contribute to impressive skills that have been observed among Indigenous and Mexican-heritage children, such as showing initiative in helping, responsibility, and considerateness in making requests (Alcalá et al, 2014;Ruvalcaba et al, 2015;Coppens et al, 2016).…”

The Manichean division in children’s experience: Developmental psychology in an anti-Black world

“…Yet, developmental psychologists typically examine development with a focus on the ontogenetic domain, or the individual lifespan. To a lesser degree, developmental psychologists examine the phylogenetic domain through an evolutionary lens (e.g., Bjorklund & Pellegrini, 2000; Geary & Bjorklund, 2000) and very few address the microgenetic domain, often in studies of cognitive development (e.g., Marti, 1994; Ruvalcaba et al, 2015; Siegler & Crowley, 1991). Yet, a critique implicit in sociohistorical perspectives that we find relevant to the present discussion is that there is insufficient attention to the sociogenetic domain, which is particularly concerning if we agree that these multiple domains are all part of how relational developmental systems function.…”