Playing with Knives: The Socialization of Self-Initiated Learners

Autor/in	Lancy, David F.
Titel	Playing with Knives: The Socialization of Self-Initiated Learners
Quelle	In: Child Development, 87 (2016) 3, S.654-665 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12498
Schlagwörter	Socialization; Child Development; Ethnography; Toddlers; Risk; Child Behavior; Play; Learning Processes; Cultural Differences; Anthropology; Literature Reviews + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Kindesentwicklung; Ethnografie; Infant; Infants; Toddler; Kleinkind; Risiko; Spiel; Learning process; Lernprozess; Kultureller Unterschied; Anthropologie
Abstract	Since Margaret Mead's field studies in the South Pacific a century ago, there has been the tacit understanding that as culture varies, so too must the socialization of children to become competent culture users and bearers. More recently, the work of anthropologists has been mined to find broader patterns that may be common to childhood across a range of societies. One improbable commonality has been the tolerance, even encouragement, of toddler behavior that is patently risky, such as playing with or attempting to use a sharp-edged tool. This laissez faire approach to socialization follows from a reliance on children as "self-initiated learners." In this article, the ethnographic literature that shows why children are encouraged to learn without prompting or guidance and how that happens is reviewed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01