Folklore Tale for Young Children Precuring a Polyculture Textbook

Polkovnikova, Natalia; Osipenko, Lyudmila; Lesin, Sergey M.

doi:10.3897/ap.e4.e0699

Cited by 1 publication

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Polkovinikova et al (2021) employed a survey study in Moscow preschool centers ( N = 8) with Russian parents ( N = 388) and teachers ( N = 241) to enumerate the presentation of folk tales used to transmit ethnic identity information to children. The survey included questions about children's ethnic identities and the kinds of stories parents and teachers used to socialize children ethnically.…”

Section: Resultsmentioning

confidence: 99%

“…Although the sample was diverse in racial and ethnic composition, adults reported that Russian folk tales were almost exclusively used to socialize children to ethnic identities; folk tales from other races and ethnicities were not reported. The researchers concluded that folk tales are a useful symbolic tool to socialize young children ethnically, and multicultural societies could use folk tales from multiple ethnic groups to foster tolerance and knowledge of neighboring ethnic identities in preschoolers (Polkovinikova et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Conceptual review of symbolic cultural practices in children's racial/ethnic identity: Making room for mixed methods inquiry

Sansbury,

Stutesman,

Varier

2023

Family Relations

View full text Add to dashboard Cite

ObjectiveChildren are shaped by familial, cultural, societal, and environmental factors that impact development across multiple domains, contexts, and ecological systems. This conceptual review examines studies that address how symbolic cultural practices shape racial/ethnic identity development in early childhood (ages 3–6).MethodTwelve key extant studies across qualitative (n = 4), quantitative (n = 5), and mixed (n = 3) methodological approaches that concern the use of symbolic cultural practices for early childhood racial/ethnic identity development were reviewed. Our review adopted an interdisciplinary approach, bringing perspectives from developmental psychology, family science, research methods, and education policy. We oriented our review to address the contributions of symbolic cultural practices to children's hope and happiness undergirded by their racial/ethnic identity development.ResultsStudies across all methodological disciplines were useful in moving the field forward however, we argue that mixed methods studies are particularly consequential due to their ability to account for the highly contextualized experiences of healthy early childhood racial/ethnic socialization via symbolic cultural practices.ConclusionWe also suggest that mixed methods lend more holistic explanations of connections between early childhood racial/ethnic socialization and symbolic cultural practices and promote mixed methods approaches as the most promising way to investigate the role of symbols in positive racial/ethnic socialization and identity development of young children in future research.ImplicationsHenceforth, we suggest that practitioners' understanding of the racial and ethnic identities of young children will be more holistic when approached from a mixed methods lens, and therefore, practitioner–child interactions will be more constructive.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%