Early Child Care Teachers’ Socialization Goals and Preferred Behavioral Strategies: A Cross-Cultural Comparison

Gernhardt, Ariane; Lamm, Bettina; Keller, Heidi; Döge, Paula

doi:10.1080/02568543.2014.884029

Cited by 12 publications

(9 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with the German frameworks, Gernhardt and colleagues (2014) found that PTs emphasized socialization goals linked to the ethic of Autonomy, such that children should develop independently and of their own free will. Dippelhofer-Stiem (2002) distinguished between modern and conventional values, with the former corresponding with the ethic of Autonomy (e.g., assertiveness, self-reliance) and the latter with the ethics of Community (obedience, good manners) and Divinity (cleanliness, religiosity).…”

Section: Correlates Of Moral Socialization Goals Of German and Indonementioning

confidence: 83%

See 1 more Smart Citation

RETRACTED: Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers

Schwarz

Pujiastuti

Holodynski

2020

Journal of Cross-Cultural Psychology

View full text Add to dashboard Cite

The moral socialization of preschool children has so far mostly been investigated in the informal context of family, but with an increasing institutionalization of early childhood education worldwide, preschool teachers now play a prominent role as moral socialization agents. Accordingly, we investigated the institutional moral socialization of the three ethics of Autonomy, Community, and Divinity in two different cultural contexts. Preschool teachers (PTs) from urban German ( n = 73) and Indonesian ( n = 135) contexts completed a paper–pencil survey assessing their moral socialization goals for preschool children concerning the three ethics via the Ethical Values Assessment (EVA_S). Confirmatory factor analyses were carried out separately for the German and Indonesian samples and confirmed the proposed three-factor structure. Measurement invariance tests for the EVA_S indicated metric, but not scalar invariance. Thus, subsequent intra- and cross-cultural analyses were conducted with centered values. The results indicate that German PTs emphasized the ethic of Autonomy for moral socialization, while Indonesian PTs promoted the ethic of Divinity. Across cultures, Autonomy and Divinity socialization goals correlated with the PTs’ preference of the ethics in their moral reasoning. Furthermore, Divinity socialization goals were related to the PTs’ religiosity and their preschools having a religious affiliation in both cultural contexts. These findings contribute to our understanding of institutional moral socialization and cultural as well as subcultural contextual influences.

show abstract

Section: Correlates Of Moral Socialization Goals Of German and Indonementioning

confidence: 83%

“…Socialization goals are about how and when children should develop certain behaviors and skills. Regarding morality, socialization goals reflect the values a child should internalize and would therefore be promoted by socialization agents (Gernhardt et al, 2014).…”

mentioning

confidence: 99%

RETRACTED: Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers

Schwarz

Pujiastuti

Holodynski

2020

Journal of Cross-Cultural Psychology

View full text Add to dashboard Cite

show abstract

“…The emphases that cultural environments place on particular developmental domains have measurable effects on children's developmental achievements. In addition to parental influences, early childhood education also differs between the two cultural groups (Gernhardt, Lamm, Keller, & D€ oge, 2014). Although Cameroonian nursery schools follow the didactic approach of formal apprenticeship, German kindergartens practice a constructivist pedagogical approach.…”

Section: Discussionmentioning

confidence: 99%

Waiting for the Second Treat: Developing Culture‐Specific Modes of Self‐Regulation

et al. 2017

Self Cite

View full text Add to dashboard Cite

The development of self-regulation has been studied primarily in Western middle-class contexts and has, therefore, neglected what is known about culturally varying self-concepts and socialization strategies. The research reported here compared the self-regulatory competencies of German middle-class (N = 125) and rural Cameroonian Nso preschoolers (N = 76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4-year-old Nso children showed better delay-of-gratification performance than their German peers. Study 2 revealed that culture-specific maternal socialization goals and interaction behaviors were related to delay-of-gratification performance. Nso mothers' focus on hierarchical relational socialization goals and responsive control seems to support children's delay-of-gratification performance more than German middle-class mothers' emphasis on psychological autonomous socialization goals and sensitive, child-centered parenting.

show abstract

“…Socialization emphasizes children’s adaptation to norms and values and favors apprenticeship-based strategies, such as training, control of emotions, and role modeling ( Rogoff, 1990 ). This didactic approach ( Bredekamp and Copple, 1997 ) is also prevalent in early child-care, characterized by highly structured teaching strategies, which are based on repetition and reinforcement (e.g., rural Cameroon: Gernhardt et al, 2014a ). Most commonly, paper and pencils are only rarely available; instead, children often use boards and chalk for drawing and writing ( Rübeling, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

2015

Self Cite

View full text Add to dashboard Cite

This study investigated tadpole self-drawings from 183 three- to six-year-old children living in seven cultural groups, representing three ecosocial contexts. Based on assumed general production principles, the influence of cultural norms and values upon specific characteristics of the tadpole drawings was examined. The results demonstrated that children from all cultural groups realized the body-proportion effect in the self-drawings, indicating universal production principles. However, children differed in single drawing characteristics, depending on the specific ecosocial context. Children from Western and non-Western urban educated contexts drew themselves rather tall, with many facial features, and preferred smiling facial expressions, while children from rural traditional contexts depicted themselves significantly smaller, with less facial details, and neutral facial expressions.

show abstract

Early Child Care Teachers’ Socialization Goals and Preferred Behavioral Strategies: A Cross-Cultural Comparison

Cited by 12 publications

References 28 publications

RETRACTED: Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers

RETRACTED: Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers

Waiting for the Second Treat: Developing Culture‐Specific Modes of Self‐Regulation

Cultural perspectives on childrenâ€™s tadpole drawings: at the interface between representation and production

Contact Info

Product

Resources

About