Informal modes of learning and teaching

Childs, Carla P.; Greenfield, Patricia M.

doi:10.1037/e668292012-135

Cited by 46 publications

(77 citation statements)

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“…However, age may also be a carrier of an additional aspect of weaving experience, opportunities to observe weaving. Older girls have also had more opportunities to observe weaving, an important mechanism in traditional weaving apprenticeship among the Maya (Childs & Greenfield, 1980;Nash, 1958).…”

Section: Alternative Modelsmentioning

confidence: 99%

“…Using naturalistic video, Childs and Greenfield (1980) looked at the interactional processes involved in the transmission of weaving skill from one generation to the next. In 1970, weaving instruction was characterized by a relatively error-free scaffolding process, based on observation of models, obedience to developmentally sensitive commands, and use of help when needed (Childs & Greenfield, 1980;Greenfield, 1984). This mode of informal instruction was well adapted to the superordinate goal of preserving the traditional Zinacantec way of life (Greenfield & Lave, 1982).…”

Section: Weaving Apprenticeship In Zinacantán: the First Generationmentioning

confidence: 99%

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Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Greenfield¹,

Maynard²,

Childs

2003

Cognitive Development

106

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Against the background of an unchanging sequence of representational development, we demonstrate that implicit processes of learning and cognition can change from one historical period to another. One generation of Zinacantec Maya children was studied in 1969 and 1970, the next generation in 1991 and 1993. In the intervening two decades, the community, located in Chiapas, Mexico, was involved in a transition from an economy based primarily on subsistence and agriculture to an economy based primarily on money and commerce. A naturalistic study of weaving apprenticeship and an experimental study of visual representation showed that the ecological transition was linked to greater emphasis on independent cultural learning, abstract representation, and innovation, and, correlatively, a movement away from scaffolded guidance, detail-oriented representation, and imitative representational strategies. These changes constituted automatic adaptations with an implicit nature. In addition, historical variability in implicit modes of cultural apprenticeship predicted shifts in implicit processes of child and adolescent cognition. In sum, socialization and development are not fixed but adapt, in a coordinated way, to changing ecological conditions.

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Section: Alternative Modelsmentioning

confidence: 99%

Section: Weaving Apprenticeship In Zinacantán: the First Generationmentioning

confidence: 99%

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Greenfield¹,

Maynard²,

Childs

2003

Cognitive Development

106

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show abstract

“…Estudios desde la teoría cultural de la actividad muestran que los niños en contextos indígenas (en Guatemala con mayas ts'utujiles, en México con mayas yucatecos, mayas tsotsiles de Zinacantán y mazahuas, entre otros), desde pequeños, tienen oportunidad de observar el trabajo adulto y de incorporarse como participantes en diversas actividades (Cancian, 1964;Chavajay 1993;Chavajay y Rogoff, 1999;Chamoux, 1992;Childs y Greenfield, 1980;de Haan, 1999;Gaskins, 1999Gaskins, , 2010Gaskins y Paradise, 2010;Greenfield y Childs, 2005;Maynard et al, 2003;Maynard, 2002;Modiano 1973;Rogoff et al, 2003;Morelli et al, 2003;Paradise ,1996;Paradise y Roggoff, 2009).…”

Section: Introductionunclassified

Iniciativa infantil y aprendizaje multimodal en la acción e interacción: un estudio de socialización entre los mayas tsotsiles de Huixtán

Pérez¹

2014

m.rcs

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ResumenEl presente artículo se centra en el micro-análisis de tres actividades situadas, cuyos participantes son niños pequeños acompañados por adultos, principalmente por la madre y hermanos mayores. Estas interacciones muestran cómo los niños tsotsiles del estudio entre la edad de 2 a 3 años aproximadamente toman la iniciativa para participar en las actividades que se encuentran en su entorno cotidiano. El estudio se nutre de diversas disciplinas, el aprendizaje comunitario, la socialización del lenguaje y el análisis del habla en interacción en su despliegue multimodal. Se basa en una investigación longitudinal, etnográfica y lingüística de una familia focal y 3 familias complementarias entre los tsotsiles del Ejido Adolfo López Mateos, Municipio de Huixtán, Chiapas, México. Los resultados del estudio muestra el esfuerzo del pequeño por participar activamente en el trabajo adulto, donde el niño es agente de su propio proceso de socialización.Palabras clave: agencia, comunicación multimodal, directivos de orientación, enseñanza-aprendizaje, participación guiada. AbstractThis article focuses on the micro-analysis of three activities, whose participants are young children accompanied by adults, mainly by the mother and older siblings. These interactions show how mayan tsotsiles children between the age of 2-3 years take the initiative to participate in activities that are in their everyday environment. The study draws from various disciplines, community learning, socialization, language and analysis of speech in multimodal interaction. It is based on a longitudinal, ethnographic and linguistic research focal family and 3 additional families among the tzotzil of Ejido Adolfo López Mateos, Huixtán Municipality, Chiapas, Mexico. The study results show little effort to actively participate in the adult work where the child is the agent of his own process of socialization.

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“…The focus of much of our work in Nabenchauk, both naturalistic and experimental, has been on backstrap-loom weaving, a complex technical skill acquired by virtually all girls in the community through processes of informal education (Childs & Greenfield, 1980;Greenfield, 1984;Greenfield, Maynard, & Childs, 2000, 2003. Weaving is seen as an alternative to schooling; it is the central skill-learning context for girls in the indigenous culture.…”

Section: Overview Of the Community And The Studiesmentioning

confidence: 99%

“…In this paper, we focus on the implications of an implicit theory of cognitive development in the year 2000. However, the tools and processes under study have been used for generations in Nabenchauk and for thousands of years in Mesoamerica (Childs & Greenfield, 1980;Greenfield, Brazelton, & Childs, 1989;Greenfield, in press-b;Maynard, Greenfield, & Childs, 1999).…”

Section: Overview Of the Community And The Studiesmentioning

confidence: 99%

Implicit cognitive development in cultural tools and children: lessons from Maya Mexico

Maynard

Greenfield²

2003

Cognitive Development

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Informal modes of learning and teaching

Cited by 46 publications

References 0 publications

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Iniciativa infantil y aprendizaje multimodal en la acción e interacción: un estudio de socialización entre los mayas tsotsiles de Huixtán

Implicit cognitive development in cultural tools and children: lessons from Maya Mexico

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