Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children.

Chavajay, Pablo; Rogoff, Barbara

doi:10.1037/0012-1649.38.1.55

Cited by 135 publications

(155 citation statements)

References 52 publications

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“…Similarly, Guatemalan Mayan mothers with fewer years of formal schooling were more collaborative and less directive with their children than mothers with more years of formal schooling while completing a puzzle (Chavajay & Rogoff, 2002). In sum, it appears that parents with fewer years of formal schooling may be more collaborative than parents with more years of formal schooling.…”

Section: Schooling and Cross-cultural Variations In Parent-child Intementioning

confidence: 89%

Parents' science talk to their children in Mexican-descent families residing in the USA

Tenenbaum

Callanan

2008

International Journal of Behavioral Development

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Everyday parent-child conversations may support children's scientific understanding. The types and frequency of parent-child science talk may vary with the cultural and schooling background of the participants, and yet most research in the United States focuses on highly schooled EuroAmerican families. This study investigated 40 Mexican-descent parents' science talk with their children (mean age = 5;7 years, range = 2 years; 10 months to 8;6 years). Parents were divided between a higher schooling group who had completed secondary school, and a basic schooling group who had fewer than 12 years of formal schooling. Parents and children were videotaped engaging with science exhibits at a children's museum and at home. Conversations were coded in terms of parents' explanatory talk. In both contexts, Mexican-descent parents engaged children in explanatory science talk. At the museum, parents in the higher schooling group used more causal explanations, scientific principles explanations, and encouraging predictions types of explanations than did parents in the basic schooling group. In contrast, the only difference at home was that parents in the higher schooling group used more encouraging predictions talk than parents in the basic schooling group. Parents who had been to museums used more explanations than parents who had never visited a museum. The results suggest that while explanatory speech differed somewhat in two groups of Mexican-descent parents varying in formal schooling, all of these children from Mexican descent families experienced some conversations that were relevant for their developing science literacy. (Beals, 2001;Crowley, Callanan, Jipson, Galco, Topping, & Shrager, 2001;Crowley & Jacobs, 2002;Ochs, Taylor, Rudolph, & Smith, 1992;Snow & Kurland, 1996). For example, when young European-American children ask "why" questions about the world around them, parents often respond in ways that may help children delineate science domains and begin to understand causal information about science (Callanan & Oakes, 1992). Explanatory talk about science topics has been found in parent-child conversations in museums, homes, and naturalistic lab activities. Thus, everyday conversations that arise during mundane activities may offer some guidance to children as they develop and revise intuitive theories about the world around them ).If these family conversations are important for children's early science understanding, then it would follow that children's understanding of science may vary depending on their experiences. Research on parent-child interactions in families from different cultural backgrounds suggests that explanatory conversations about science may not be typical occurrences for all children (Heath, 1986;Rogoff, 2003;Tizard & Hughes, 1984). Other research indicates cultural variations in parents' encouragement of their children's questions. For example, Goody (1978) argued that children's questions are not valued equally in all cultures. 4The present study focuses on explanatory talk in Mexic...

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Section: Schooling and Cross-cultural Variations In Parent-child Intementioning

confidence: 89%

Parents' science talk to their children in Mexican-descent families residing in the USA

Tenenbaum

Callanan

2008

International Journal of Behavioral Development

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“…Mothers from nonindustrial communities who have experience in Western schooling more often interact with children in school-like ways -with greater use of praise, language lessons, and assignment of divided tasks -than mothers with little or no schooling (Rabain-Jamin, 1989;Richman et al, 1992;Rogoff et al, 1993;Chavajay & Rogoff, 2002). Likewise, middleclass parents with experience of helping in a collaborative school are more likely to engage with children in ways that fit with intent participation Matusov & Rogoff, 2002).…”

Section: Two Multifaceted Traditions For Organizing Participation Formentioning

confidence: 93%

“…For example, Guatemalan Mayan mothers with 6-9 years of schooling were more likely than Mayan mothers with little or no schooling to attempt to enforce their own agendas with their toddlers -resembling EuropeanAmerican middle-class caregivers (Rogoff et al, 1993). Similarly, in constructing a puzzle with three related children, Mayan mothers with little schooling were usually involved in horizontal shared multiparty collaboration, whereas Mayan mothers with 12 or more years of schooling more commonly engaged in hierarchical division of labor, assigning dyads or individuals separate tasks (Chavajay & Rogoff, 2002).…”

Section: Participation Structurementioning

confidence: 99%

Firsthand Learning Through Intent Participation

Rogoff

Paradise

Mejía-Arauz

et al. 2003

Annu. Rev. Psychol.

Self Cite

661

357

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This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more- and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.

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“…On the other hand, larger units of analysis help create context but with the loss of detail. Therefore data segments need to be determined based on the research questions and goals for analysis (Chi 1997;Chavajay & Rogoff 2002).…”

Section: Part Iii: Framework For Analyzing Interaction In Csclmentioning

confidence: 99%

Analyzing Interactions in CSCL

Puntambekar¹,

Erkens²,

Hmelo‐Silver³

2011

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The Computer-Supported Collaborative Learning Book Series is for people working in the CSCL field. The scope of the series extends to 'collaborative learning' in its broadest sense; the term is used for situations ranging from two individuals performing a task together, during a short period of time, to groups of 200 students following the same course and interacting via electronic mail. This variety also concerns the computational tools used in learning: elaborated graphical whiteboards support peer interaction, while more rudimentary textbased discussion forums are used for large group interaction. The series will integrate issues related to CSCL such as collaborative problem solving, collaborative learning without computers, negotiation patterns outside collaborative tasks, and many other relevant topics. It will also cover computational issues such as models, algorithms or architectures which support innovative functions relevant to CSCL systems.The edited volumes and monographs to be published in this series offer authors who have carried out interesting research work the opportunity to integrate various pieces of their recent work into a larger framework. All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.Printed on acid-free paper AcknowledgementsLike any edited volume, this book is a product of the combined efforts of several people. First, this book would not have been possible without the contribution of our colleagues who wrote the chapters. We learned from reading about the different perspectives the authors presented, and hope that our readers will do the same. We would especially like to thank our colleagues who wrote the commentaries for the book. Stephanie Teasley, Susanne Lajoie and Kristin Lund wrote the three commentaries, often at a short notice and when they had several other commitments. We thank them for their time and their valuable insights. Finally, we thank our students -Samaa Abdurraqib, Anushree Bopardikar and Dana Gnesdilow for their help with proofreading and formatting the chapters.ix Introduction Sadhana Puntambekar, Gijsbert Erkens, and Cindy E. Hmelo-Silver Technology-enhanced environments to support student learning are becoming ubiquitous in both formal and informal educational contexts. Often, these environments require groups of students to learn collaboratively. As groups of learners engage in joint construc...

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Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children.

Cited by 135 publications

References 52 publications

Parents' science talk to their children in Mexican-descent families residing in the USA

Parents' science talk to their children in Mexican-descent families residing in the USA

Firsthand Learning Through Intent Participation

Analyzing Interactions in CSCL

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