ERIC Number: ED119847
Record Type: Non-Journal
Publication Date: 1974-Mar
Reference Count: N/A
Inclusive Versus Exclusive Interaction Styles in Polynesian and European Classrooms: In Search of an Alternative to the Cultural Deficit Model of Learning. Research Report No. 5.
Graves, Nancy B.
An investigation of the interaction patterns of Polynesian and Pakeha (New Zealanders of European extraction) children and teachers in school and play areas of Auckland, New Zealand was undertaken to discover possible ethnic differences in modes of social interaction relevant to learning. Observations of children (ages 2 to 11) and their supervisors at 26 preschools and primary schools were recorded. Analysis of the observational data revealed marked Polynesian - Pakeha differences in modal patterns of interaction. Two contrasting principles for the formation of social units with implications for cognitive functioning were observed; (1) the Polynesian "inclusive" style promoting the formation of integrated groups, feelings of social solidarity and cooperation, and (2) the European "exclusive" style resulting in parallel activities by individual units or intensely associated pairs. Variations by setting and ethnic mix were also reported. The relation of this study to recent research on group problem-solving was discussed, and the possible value for all children of introducing more group problem-solving techniques in the classroom was raised. (Author/BRT)
Descriptors: Classroom Communication, Cognitive Processes, Cross Cultural Studies, Cultural Differences, Early Childhood Education, Group Dynamics, Interaction Process Analysis, Learning Activities, Observation, Peer Relationship, Problem Solving, Social Behavior, Teacher Attitudes, Teacher Behavior
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: South Pacific Research Inst., Inc. (New Zealand).
Identifiers - Location: New Zealand