Cultural variation in young children’s access to work or involvement in specialised child-focused activities

By G. Morelli, Barbara Rogoff, C. Angelillo. 2003

161 citations recorded by the source corpus.

Subfields: Cultural Studies, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8c6c7c2a6dca27bec0fe2b9e24f71eb1408c3d66

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Citations in the corpus

Children's Development of Cultural Repertoires through Participation in Everyday Routines and Practices (2007, background): “…middle-class adults often engage in children’s play and child-focused exercises in which adults manage children’s attention and help them practice school-relevant skills in play (Blount, 1972; Haight, 1991; Harkness, 1977; Heath, 1983; Martini, 1995; Morelli et al., 2003; Schieffelin & Ochs, 1986).”
Accounting for variability in mother-child play (2007, background): “Like Taiwanese and U.S. mothers (Haight et al. 1999; Morelli et al. 2003; Rogoff et al. 1993), the middle-class, urban Turkish subjects showed considerable facility in playing with their children.9 In sharp contrast with these middle-class urban mothers, village mothers appeared to interpret . . .…”
Firsthand learning through intent participation. (2003, background): “…children’s everyday activities supported the idea that there would be more specialized, child-focused activities accompanying limited access to adult work for 3-yearolds in middle-class families than in two communities where older children routinely contribute to family work (Morelli et al., 2003).”
Cultural variation in children's observation during a demonstration (2005, background): “Instead, learning by means of adults’ explanations may be especially familiar to children in middle-class families, where parents as well as teachers frequently provide lessons (Heath, 1983; Martini, 1996; Morelli et al., 2003; Rogoff et al., 1993; Schieffelin & Ochs, 1986).”
Children's attention to interactions directed to others: Guatemalan mayan and european american patterns. (2009, background): “…in European American middle-class communities—such as child-focused activities and language lessons—are rare in communities without an extensive history of schooling (Briggs, 1991; Fortes, 1938/1970; Gaskins, 1999; Heath, 1983; LeVine, 1990; Morelli et al., 2003; Scribner & Cole, 1973; Ward, 1971).”
Limitations and transformations of habitus in Child-Directed Communication (2005, unknown): “…and media on the basis of race, ethnicity, gender, class, rank, generation, age, or other socially identifying criteria (Bernstein, 1972; Cole, 2002; Cole and Bruner, 1971; Gal, 1992; Goody, 1977; Gumperz, 1982; Heath, 1983; Keenan, 1974; Labov, 1966; Morelli et al., 2003; Scribner and Cole, 1981).”