Cultural variation in the early development of initiative in children's prosocial helping

Coppens, Andrew D.; Rogoff, Barbara

doi:10.1111/sode.12566

Cited by 13 publications

(15 citation statements)

References 80 publications

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“…Additionally, participants' cultural backgrounds may have contributed to their low-level helping. Past work has raised the possibility of cross-cultural differences arising in helping behaviour [ 51 – 53 ]. What we do not know is the extent to which contrasting cultural perspectives (e.g.…”

Section: Discussionmentioning

confidence: 99%

Testing the bounds of compassion in young children

et al. 2023

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Extensive research shows that, under the right circumstances, children are highly prosocial. Extending an already published paradigm, we aimed here to determine what factors might facilitate and inhibit compassionate behaviour. Across five experiments ( N = 285), we provide new insight into the bounds of 4- to 5-year-old children's compassionate behaviour. In the first three experiments, we varied cost of compassion by changing the reward (Study 1), using explicit instructions (Study 2) and ownership (Study 3). In the final two experiments, we varied the target of the compassionate behaviour, examining adults compared with puppet targets (Study 4), and whether the target was an in-group member (Study 5). We found strong evidence that cost reduces compassionate responding. By contrast, the recipient of compassion did not appear to influence responding: children were equally likely to help a human adult and a puppet, and an in-group member and neutral agent. These findings demonstrate that for young children, personal cost appears to be a greater inhibitor to compassionate responding than who compassion is directed toward.

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Section: Discussionmentioning

confidence: 99%

Testing the bounds of compassion in young children

et al. 2023

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“…While all children around the world engage in some type of household chores (Lancy, 2020), during middle‐childhood we see cultural distinctions as children in Indigenous communities continue to develop expertise in household work, while children in some middle‐class communities are less likely to help and often refuse to engage in household work (Ochs & Kremer‐Sadlik, 2013). For example, children in middle‐class families (US, Australia, and México) have fewer opportunities to observe others work and are more likely to participate in adult‐managed, child‐centred activities (Coppens & Rogoff, 2022; Rogoff et al, 2010). Parents in these families often need to “nag” their children to help, offering some type of reward or threaten to take away privileges at home (Coppens et al, 2014; Klein et al, 2009).…”

Section: Indigenous Parenting Practices and Executive Function Skillsmentioning

confidence: 99%

The developing of executive function skills through culturally organized autonomy and helping

Alcalá

2023

Infant and Child Development

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The study of Executive Function skills, like most research in the developmental sciences, has been heavily focused on the experiences of children from Western, industrialized, highly schooled and middle‐class communities, often ignoring the experiences of the majority of children in the world. When research does include diverse populations, the approach is often from a deficit perspective, looking for ways to “fix” these children's lack of Executive Function skills. In this commentary, I argue for a contextual definition of Executive Function skills to reflect children's lived experiences, including the daily experiences of Indigenous children. I provide examples to illustrate how cultural values such as respect for children's autonomy and being acomedida/o can support the development of Executive Function skills. I then propose how the field of executive function research can move forward by (1) recognizing the broader ways in which children's daily activities can contribute to their Executive Function skills and (2) creating culturally relevant methods to measure Executive Function skills.

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“…These mothers purposely include even the youngest children, so that toddlers see that their contributions are valued and begin to learn what to do — and the mothers avoid obliging children to help at home, to support the children in learning collaborative initiative (Cervera-Montejano, 2022, this issue; Coppens et al, 2020; Coppens & Rogoff, 2021; Rogoff, Alcalá et al, 2014). This apparently matters more than efficiently getting the work done, as the children’s efforts often need others’ guidance and correction.…”

Section: In Lopi Learning With Shared Purpose Is Key To Why People Pa...mentioning

confidence: 99%

The key role of community inLearning by Observing and Pitching Into family and community endeavours (El papel clave de la comunidad enAprender por medio de Observar y Acomedirseen las actividades de la familia y la comunidad)

Rogoff

Mejía-Arauz

2022

Journal for the Study of Education and Development

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This article focuses on communities' contributions to a way of learning that seems to be common in many Indigenous communities of the Americas and among people with heritage in such communities: Learning by Observing and Pitching In to family and community endeavours (LOPI). We briefly contrast this with community contributions in Assembly-Line Instruction, a way of learning that is common in Western schooling, to highlight the distinct contributions of community in these two ways of learning. We theoretically situate the two ways of learning, considering communities and individuals as mutually constituting aspects of the process of life, not as separate entities. Then we discuss the contributions of community to the reasons that people participate, how they interact, and the underlying theory of learning and purpose of learning in LOPI. We briefly address the role of community in how people communicate with each other and evaluate learning. To conclude, we consider the prevalence of LOPI both within Indigenous-heritage communities of the Americas and elsewhere, and our hopes for the contribution of describing this way of learning. RESUMENEste artículo se enfoca en las contribuciones de la comunidad a un modo de aprender que parece ser común en muchas comunidades indígenas de las Américas y entre los pueblos descendientes de estas comunidades: Aprender por medio de Observar y Acomedirse en actividades de la familia y la comunidad (LOPI, por sus siglas en inglés). Comparamos brevemente estas contribuciones de la comunidad en Instrucción en Línea de Ensamblaje, un modo de aprendizaje común en las escuelas occidentales, para poner de relieve las contribuciones distintas de la comunidad en estos dos tipos de aprendizaje. Situamos teóricamente ambos modos de aprender, mientras consideramos a las comunidades y a las personas como aspectos mutuamente constituyentes del proceso de vida, no como entidades separadas. Después discutimos las contribuciones de la comunidad en torno a las razones por las que participan las personas, cómo interactúan, y la teoría ARTICLE HISTORY

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Cultural variation in the early development of initiative in children's prosocial helping

Cited by 13 publications

References 80 publications

Testing the bounds of compassion in young children

Testing the bounds of compassion in young children

The developing of executive function skills through culturally organized autonomy and helping

The key role of community inLearning by Observing and Pitching Into family and community endeavours (El papel clave de la comunidad enAprender por medio de Observar y Acomedirseen las actividades de la familia y la comunidad)

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