The Cultural Patterning of Cognitive Development

Tsethlikai, Monica

doi:10.1159/000381652

Cited by 7 publications

(10 citation statements)

References 17 publications

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“…In a subsequent study in the same community, Tsethlikai and Rogoff () found that AI children who spoke their traditional language and who were more engaged in traditional AI cultural activities recalled more details of a story that they overheard than did children who were less culturally‐engaged. This finding highlights the importance of culturally‐based practices in teaching AI children and affecting their development (e.g., self‐regulation) more broadly (Tsethlikai, ).…”

Section: Early Childhood Indicators Among Aian Boys Birth To 8 Yearsmentioning

confidence: 73%

“…Research has documented the importance of AIAN culture and language for young children's cognitive development (Tsethlikai, ). Based on a latent variable path analysis, Tsethlikai () found that children of higher income parents were more likely to be involved in cultural activities, which in turn predicted higher verbal IQ based on the Vocabulary and Similarities subtests of the Wechsler Abbreviated Scale of Intelligence.…”

Section: Early Childhood Indicators Among Aian Boys Birth To 8 Yearsmentioning

confidence: 99%

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American Indian and Alaska Native Boys: Early Childhood Risk and Resilience Amidst Context and Culture

Sarche

Tafoya

Croy

et al. 2016

Infant Mental Health Journal

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American Indian and Alaska Native (AIAN) adolescent and adult men experience a range of health disparities relative to their non-AIAN counterparts and AIAN women. Given the relatively limited literature on early development in tribal contexts, however, indicators of risk during early childhood specific to AIAN boys are not well-known. The current article reviews sources of strength and challenge within AIAN communities for AIAN children in general, including cultural beliefs and practices that support development, and contextual challenges related to socioeconomic and health disparities and historical trauma affecting the AIAN population as a whole. The research literature on early development is reviewed, highlighting what this literature reveals about early gender differences. The article concludes with calls to action on behalf of AIAN boys that align with each of the five tiers of R. Frieden's (2010) Public Health Pyramid.

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Section: Early Childhood Indicators Among Aian Boys Birth To 8 Yearsmentioning

confidence: 73%

Section: Early Childhood Indicators Among Aian Boys Birth To 8 Yearsmentioning

confidence: 99%

American Indian and Alaska Native Boys: Early Childhood Risk and Resilience Amidst Context and Culture

Sarche

Tafoya

Croy

et al. 2016

Infant Mental Health Journal

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“…These findings also have clear implications for the educational practices that may best support learning among children from Indigenous cultures. Past research suggests that children’s learning is deeply grounded in the cultural practices from which they are raised (Correa-Chávez & Rogoff, 2009; López et al, 2010; Silva et al, 2010; Tsethlikai, 2015; Tsethlikai & Rogoff, 2013). For instance, children raised in communities with a rich oral tradition may benefit from educational practices that engage and support their strength in narrative expression (Allen & Lalonde, 2015; Tsethlikai, 2015; Tsethlikai & Rogoff, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Past research suggests that children’s learning is deeply grounded in the cultural practices from which they are raised (Correa-Chávez & Rogoff, 2009; López et al, 2010; Silva et al, 2010; Tsethlikai, 2015; Tsethlikai & Rogoff, 2013). For instance, children raised in communities with a rich oral tradition may benefit from educational practices that engage and support their strength in narrative expression (Allen & Lalonde, 2015; Tsethlikai, 2015; Tsethlikai & Rogoff, 2013). This may contrast with a western perspective that places greater emphasis on written and on didactic expression.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, within Indigenous communities, there is an emphasis on learning through observation and participation in community activities, rather than direct didactic interactions (Correa-Chávez & Rogoff, 2009; López et al, 2010; Silva et al, 2010; Tsethlikai & Rogoff, 2013). This body of work underscores the advantages of maintaining cultural practices that have existed across generations, rather than imposing western ideologies on educational practices (Tsethlikai, 2015). This idea is also supported by Vygotstky’s framework that cognitive development can best be understood in the context of the tools of the culture and society in which a child develops (Vygotsky, 1980).…”

Section: Communication Spans Beyond the Spoken Wordmentioning

confidence: 99%

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Hands on: Nonverbal communication in Native and non-Native American parent–child dyads during informal learning.

Novack¹,

Standley²,

Bang³

et al. 2022

Developmental Psychology

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Parent–child communication is a rich, multimodal process. Substantial research has documented the communicative strategies in certain (predominantly White) United States families, yet we know little about these communicative strategies in Native American families. The current study addresses that gap by documenting the verbal and nonverbal behaviors used by parents and their 4-year-old children (N = 39, 25 boys) across two communities: Menominee families (low to middle income) living on tribal lands in rural Wisconsin, and non-Native, primarily White families (middle income) living in an urban area. Dyads participated in a free-play forest-diorama task designed to elicit talk and play about the natural world. Children from both communities incorporated actions and gestures freely in their talk, emphasizing the importance of considering nonverbal behaviors when evaluating what children know. In sharp contrast to the stereotype that Native American children talk very little, Menominee children talked more than their non-Native counterparts, underlining the importance of taking into account cultural context in child assessments. For children and parents across both communities, gestures were more likely than actions to be related to the content of speech and were more likely than actions to be produced simultaneously with speech. This tight coupling between speech and gesture replicates and extends prior research with predominantly White (and adult) samples. These findings not only broaden our theories of communicative interaction and development, but also provide new evidence about the role of nonverbal behaviors in informal learning contexts.

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Neo-models, Neo-stages, Networks

Young

2019

Causality and Development

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The Cultural Patterning of Cognitive Development

Cited by 7 publications

References 17 publications

American Indian and Alaska Native Boys: Early Childhood Risk and Resilience Amidst Context and Culture

American Indian and Alaska Native Boys: Early Childhood Risk and Resilience Amidst Context and Culture

Hands on: Nonverbal communication in Native and non-Native American parent–child dyads during informal learning.

Neo-models, Neo-stages, Networks

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