Deliberating on the Cultural Meanings of Teachers' Practices in the Care of 1-Year-Olds in the United States and Hong Kong

Autor/inn/en	Costa, Mila; McMullen, Mary Benson
Titel	Deliberating on the Cultural Meanings of Teachers' Practices in the Care of 1-Year-Olds in the United States and Hong Kong
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 4, S.666-686 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costa, Mila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1821136
Schlagwörter	Infants; Toddlers; Cultural Influences; Preschool Teachers; Foreign Countries; Teacher Influence; Teacher Role; Culturally Relevant Education; Cultural Differences; Social Structure; Individualism; Collectivism; Personal Autonomy; Social Development; Early Childhood Education; Child Care; Best Practices; Preschool Curriculum; Daily Living Skills; Language Usage; United States; Hong Kong + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Cultural influence; Kultureinfluss; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Lehrerrolle; Kultureller Unterschied; Sozialstruktur; Individualismus; Individuelle Autonomie; Soziale Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Alltagsfertigkeit; Sprachgebrauch; USA; Hongkong
Abstract	Infants and toddlers (birth to age 3) learn what it means to be members of, and to belong to and be accepted by, their societies by adopting behaviors, attitudes, manners, and ways of thinking that are deeply rooted in what is valued in their culture. Infant and toddler teachers play a pivotal role as transmitters and maintainers of culture when they make decisions about the curriculum, engage in caregiving interactions, make pedagogical decisions, and use language. Cultural meanings ascribed to teachers' practices in 1-year-old care in the United States and Hong Kong were examined using video data and transcripts of video-elicited focus group discussions. Three important areas in which cultural transmission differed between the United States and Hong Kong relate to: egalitarian versus hierarchical societal structure; individualism versus collectivism; and different goals for independence. Social learning theory and ecological systems theory framed this study and informed interpretation of results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01