The Observation of Anglo-, Mexican-, and Chinese-American Mothers Teaching Their Young Sons

Steward, Margaret S.; Steward, David S.

doi:10.1111/j.1467-8624.1973.tb02159.x

Cited by 44 publications

(36 citation statements)

References 10 publications

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“…Several studies on mothers' teaching strategies have reported comparable differences (Bee, Van Egeren, Streissguth, Nyman & Leckie, 1969;Hess & Shipman, 1965;Laosa, 1980;Steward & Steward, 1973). However, Dixon et al (1984) who compared the behaviour of American mothers and the Gusii of Kenya obtain findings which refute this assumption.…”

Section: The Role Of Verbal and Non-verbal Interactionmentioning

confidence: 98%

Culture and early social interactions. The example of mother-infant object play in African and native French Families

Rabain-Jamin¹

1989

Eur J Psychol Educ

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Data from cross-cultural studies on parental behaviour during early social interaction suggest that structural and universal features should be differentiated from culturally specific ones. No direct relations can be assumed to exist between specific forms of child rearing and development of skills in the child. However child rearing practices can have long term effects and affect social behaviours.As an illustration, we compare interactive styles of 40 French and African mothers living in Paris in an object play situation, with their 10 and 15 month-olds. French mothers' interactions with their children are illustrative of tight connections between verbal and non-verbal behaviour. Action is the basis or anchor point for verbal exchange; and this repetition or verbal redundancy yields discourse-on-actions which to a certain extent distances the action and allows for a generalization process to take place. In contrast, African mothers' interactions with their in/ants present less verbal scaffolding of non-verbal behaviour. This type of interaction allows for a greater «disjunction» or separation of non-verbal and verbal communication. African cultures do not assign the spoken word with the educational function of structuring and planning activities. However, the models generated by the school system correspond to other types of obligations which are strongly affected by temporal perspectives.One of the aims of cross-cultural research on parental behaviour and child development, as is the case in anthropology, is to go beyond inventories of disparities to arrive at universals of human behaviour. Universals are not always easy to detect. It is argued here that applying a linguistic model to parental behaviour differentiating pancultural structures from morphological variants may be a powerful tool in this regard. Ethnological accounts of child rearing practices first drew attention to the variety of forms of parent-child interactions. Across cultures the number of caregivers, amount of physical contact, presence of toys, and the social representation of the child all constitute variables which shape the context in which exchanges take place.The author would like to thank Connie Greenbaum for revising the English version. Special thanks are extended to the staff of the Hopital de la Croix Saint-Simon health centre (P.M.!.).

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Section: The Role Of Verbal and Non-verbal Interactionmentioning

confidence: 98%

Culture and early social interactions. The example of mother-infant object play in African and native French Families

Rabain-Jamin¹

1989

Eur J Psychol Educ

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“…The teaching behavior of Chinese-American, Chicano, and AngloAmerican mothers toward their three-year-old sons was the focus of a study by Steward and Steward (1973) and variables as those employed in the previous study (Steward & Steward, 1973) were used. Results indicated that the Anglo-American mothers initiated more teaching loops and did so at a faster pace than the Chicano mothers, regardless of which child they were teaching.…”

Section: Observed Differences In Maternal Behaviormentioning

confidence: 99%

Maternal Behavior: Sociocultural Diversity in Modes of Family Interaction

Laosa

1980

ETS Research Report Series

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“…Elles portent aussi bien sur les représentations de l'enfant et de son développement que sur les styles d'éducation. (Voir Caudill et Frost, 1972;Greenglass, 1972;Gutierrez et al, 1988;Lin et Fu, 1990;Lambert et al, 1979;O'Reilly et al, 1986;Pomerleau, Malcuit et Sabatier, sous presse;Pratt et al, 1989;Rabain-Jamin, 1989;Rosenthal et Bornholt, 1988;Rosenthal et Gold, 1989;Sabatier, 1989;Sabatier et al, 1990;Steward et Steward, 1973, 1974Strom et al, 1984;Zepeda et Espinoza, 1988). Néanmoins, malgré la diversité de ces données, certaines constances peuvent être dégagées.…”

Section: Le Bilan De Nos Connaissances Actuellesunclassified

Les relations parents-enfants dans un contexte d’immigration. Ce que nous savons et ce que nous devrions savoir

Sabatier¹

2007

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Cet article est une mise au point de connaissances actuelles et potentielles sur les relations parents-enfants dans un contexte d'immigration et son impact sur l'épanouissement de l'enfant. Il comprend en première partie un bilan des recherches empiriques et une analyse des critiques formulées par les chercheurs compétents dans ce domaine. La seconde partie s'appuie sur des études provenant d'autres champs disciplinaires que la psychologie de l'enfant. Elle propose d'autres avenues de recherche que la simple comparaison interculturelie et souligne les réels enjeux de l'immigration sur les relations familiales, la complexité de la tâche parentale en situation d'immigration, son dynamisme ainsi que les adaptations qui lui sont nécessaires. On décrit ainsi plus spécifiquement le rôle des contextes culturels et écologiques, les doubles influences culturelles auxquelles sont soumis les parents, les difficultés reliées à la transition et les attitudes d'acculturation des parents.This article presents an overview of the actual and potential state of knowledge on parent-child relationships within the context of immigration. In addition, it examines the impact of parent-child relationships on the development of the child. The first part gives an update on empirical research carried out in that and an analysis of criticism by specialists in the field. The second half, which focuses on studies originating from disciplines other than child psychology, suggests approaches other than the simple intercultural comparison and underscores the true issue of immigration on family relationships, the complexity of the parental task with regard to immigration, its dynamic properties as well as the adaptation that is required. The author goes on to describe more specifically the role of the cultural and ecological contexts, the double cultural influence to which parents are exposed, the difficulties in relation with the transition and the attitudes of parents during the culture-learning process

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The Observation of Anglo-, Mexican-, and Chinese-American Mothers Teaching Their Young Sons

Cited by 44 publications

References 10 publications

Culture and early social interactions. The example of mother-infant object play in African and native French Families

Culture and early social interactions. The example of mother-infant object play in African and native French Families

Maternal Behavior: Sociocultural Diversity in Modes of Family Interaction

Les relations parents-enfants dans un contexte d’immigration. Ce que nous savons et ce que nous devrions savoir

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