A Window Into Different Cultural Worlds: Young Children's Everyday Activities in the United States, Brazil, and Kenya

• Jonathan R. H. Tudge ^[1] ; Fabienne Doucet ^[2] ; Dolphine Odero ^[3] ; Tania M. Sperb ^[4] ; Cesar A. Piccinini ^[4] ; Rita S. Lopes ^[4]
  1. [1] University of North Carolina at Greensboro

     University of North Carolina at Greensboro

     Township of Morehead, Estados Unidos

     
  2. [2] New York University

     New York University

     Estados Unidos

     
  3. [3] Egerton University

     Egerton University

     Kenia

     
  4. [4] Universidade Federal do Rio Grande do Sul

     Universidade Federal do Rio Grande do Sul

     Brasil

     

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• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 5, 2006, págs. 1446-1469
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2006.00947.x
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed.