ERIC Number: ED402109
Record Type: Non-Journal
Publication Date: 1996-Sep
Reference Count: N/A
Siblings as Teachers: Activity Settings in the Home of a Puerto Rican Kindergartner.
This study explored the teaching and learning of school-related knowledge and skills in the home of a Spanish-dominant Puerto Rican kindergartner. The teachers, in this case, were the child's older siblings. The study was part of a larger exploration of language use in the classroom versus the home during activities defined by adults as lessons. Several hours of observation and audiotape recordings were conducted in the subject's home and were analyzed within the context of activity settings. (Activity settings are mediating contexts between culture and individual lives; they are goal-directed and collaborative interactions in which teaching and learning occur, and are defined by their components: personnel, cultural values, tasks, immediate motives, and scripts.) Interactions in the activity settings discovered during this study were analyzed on three levels. At the level of individual development, the subject demonstrated an active role in jointly constructing a zone of proximal development, including the use of private speech. At the interpersonal level, the data suggested that the activities of older siblings, together with those of parents, formed a coordinated system of caretaking and teaching as described in the cross-cultural literature. Whereas parents engaged in more formal teaching rather than play, older siblings provided a range of informal opportunities for learning that were embedded in play and other meaningful interactions. Third, at the cultural level, use of several different scripts, characteristic of different cultures, was apparent within the activity settings; older siblings often embodied a different cultural type of teaching than did parents. (Contains 29 references.) (EV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Cleveland State Univ., OH. Urban Child Research Center.
Authoring Institution: N/A