| 翻訳と辞書 |
| Child development of the indigenous peoples of the Americas ： ウィキペディア英語版 |
Child development of the indigenous peoples of the Americas
Styles of children’s learning across various Indigenous communities in the Americas have been practiced for centuries prior to European colonization and persist today. Despite extensive anthropological research, efforts made towards studying children’s learning and development in Indigenous communities of the Americas as its own discipline within Developmental Psychology, has remained rudimentary. However, studies that have been conducted reveal several larger thematic commonalities, which create a paradigm of children’s learning that is fundamentally consistent across differing cultural communities.
==Ways of learning==
Most of the learning that occurs in Indigenous communities takes place through observation and pitching-in with daily activities in the community. Learning through observation and assisting in various tasks integrate children into their community activities and encourage their participation, so that they will eventually be able to complete the various tasks independently. The overarching concept of learning by observing and pitching-in can be broken down into smaller theoretical subdivisions which interact and are not mutually exclusive: For one, these communities encourage incorporation of children into ongoing familial and community endeavors. Treating children as legitimate participants who are expected to contribute based on their individual skills and interests, aids their integration as active contributors towards mature processes and activities within their respective communities.
Community endeavors are approached collaboratively as a group. This allows for flexible leadership and fluid coordination with one another to successfully facilitate such activities. With a relatively neutral platform for everyone to be actively engaged, an environment is promoted where learning to blend differing ideas, agendas and pace is necessary and thus, encouraged. This flexible organization also promotes mixed-age socialization while working, such as storytelling and jokes, from which these children build morals and connections. In this way, tasks become anticipated social endeavors, rather than chores.〔Kramer, K. (2005). Maya children: Helpers at the farm. Harvard University Press.〕
In most Indigenous American communities, communication and learning occurs when all participants view a shared reference to encourage familiarity with the task. Moreover, it incorporates usage of both verbal and nonverbal communication. When explanations are provided, it is coupled with the activity so that it can be a means of further understanding or easier execution of the ongoing/anticipated activity at hand. In addition, narratives and dramatizations are often used as a tool to guide learning and development because it helps contextualize information and ideas in the form of remembered or hypothetical scenarios. Furthermore, narratives in Indigenous American communities serve as a non-confrontational method of guiding children's development. Due to the fact that it is considered impolite and embarrassing to directly single out a child for improper behavior, narratives and dramatizations serve as a subtle way to inform and direct children's learning.〔Battiste, Marie. (2002) (Indigenous Knowledge and Pedagogy in First Nations Education: A Literature Review with Recommendations ). Ottawa, Ont.: Indian and Northern Affairs.〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
■ウィキペディアで「Child development of the indigenous peoples of the Americas」の詳細全文を読む
スポンサード リンク
| 翻訳と辞書 : 翻訳のためのインターネットリソース |
Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.
|
|