Implications of Sibling Caregiving for Sibling Relations and Teaching Interactions in Two Cultures

Abstract

This article explores the social and cognitive implications of sibling caregiving among the Zinacantec Maya of Mexico and the Wolof of Senegal. Ethnographic video data of sibling caregiving interactions were collected, focusing on children ages three to 13 years interacting with their two‐year‐old siblings. Sibling relations in both cultures reflect a system of multiage play, the children's sensitivity to age and gender hierarchies, and the older siblings'role as teachers of their younger siblings. Differences in the two groups include more verbal exchanges and wordplay with the two‐year‐old Wolof children and more overt efforts by older Zinacantec siblings to incorporate the two year olds into their group activity. The data indicate an overall pattern of cultural transmission by which older siblings teach younger ones in the context of caring for them. The pattern is nuanced by each group's social organization and rules for social interaction, exhibited in the children's play.

“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

“…This finding suggests that older siblings may perceive themselves as knowledgeable or skilled in a particular domain. Further, given their birth order, older siblings may be comfortable asserting themselves by taking on the role of instructor, provider, or transmitter of knowledge (Frye & Ziv, 2005) as was also evident in studies of Mayan children teaching their siblings cultural knowledge (Maynard, 2002;Rabain-Jamin et al, 2003). These behaviors may perhaps reflect some recognition by the teacher that they could provide instruction without any guidance from adults and that they had a range of teaching strategies available to enhance the younger sibling's learning (Strauss & Ziv, 2012), as will be discussed.…”

“…Some ethnographic cultural work on sibling teaching is also relevant (Maynard, 2002(Maynard, , 2004; Rabain-Jamin, Maynard, & Greenfield, 2003;Volk, 1999). Maynard (2002) observed young Mayan children's naturalistic interactions that included teaching their sibling daily cultural NATURALISTIC SIBLING TEACHING routines (e.g., cooking, washing).…”

Sibling caregiving among children orphaned by AIDS: Synthesis of recent studies for policy implications

“…In previous studies dealing with sibling caregiving among children with parents, many positive aspects of such caregiving were highlighted [42,43]. Sibling caregiving gives rise to feelings of happiness and contentment among older siblings when performed under appropriate adult supervision.…”

Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home

“…Children are effective at helping each other to perform cultural tasks and to participate in cultural activities within their own peer cultures (Ashley & Tomasello, 1998;Brownell & Carriger, 1991;Corsaro, 1985;Goodwin, 1990;Haight & Miller, 1993;Rogoff, 1990;Strauss et al, 2002;Tobin, Wu, & Davidson, 1989;Wood et al, 1995). Siblings may be especially effective at socializing each other, in guiding each other in cultural tasks, or in giving verbal or nonverbal didactic help (De Leon, 2002;Dunn, 1989;Maynard, 2002;Rabain-Jamin, Maynard, & Greenfield, 2003;Rogoff, Mistry, Göncü, & Mosier, 1993;Stewart, 1983;Watson-Gegeo & Gegeo, 1989;Weisner & Gallimore, 1977;Zukow, 1989aZukow, , 1989b. Even without formal instruction from parents or from schoolteachers in how to teach younger children, siblings can provide very careful assistance as they teach younger siblings.…”