Teaching Through Collaboration: Flexibility and Diversity in Caregiver–Child Interaction Across Cultures.

• Clegg, Jennifer M. ; Wen, Nicole J. ; DeBaylo, Paige H. ^[1] ; Alcott, Adam ^[2] ; Keltner, Elena C. ^[3] ; Legare, Cristine H.
  1. [1] Austin Independent School District

     Austin Independent School District

     Estados Unidos

     
  2. [2] University of Texas at Austin

     University of Texas at Austin

     Estados Unidos

     
  3. [3] University of Texas at Dallas

     University of Texas at Dallas

     Estados Unidos

     

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• Localización: Child development, ISSN 0009-3920, Vol. 92, Nº. 1, 2021, págs. 56000-75000
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Teaching supports the high‐fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3‐ to 8‐year‐old child pairs) during a collaborative problem‐solving task. Caregivers used diverse verbal and nonverbal teaching practices and adjusted their behaviors in response to task difficulty and child age in both populations. U.S. caregivers used practices consistent with a direct active teaching style typical of formal education, including guiding children's participation, frequent praise, and facilitation. In contrast, Ni‐Vanuatu caregivers used practices associated with informal education and divided tasks with children based on difficulty. The implications of these findings for claims about the universality and diversity of caregiver teaching are discussed. [ABSTRACT FROM AUTHOR]