Journal Articles

Deliberating on the cultural meanings of teachers’ practices in the care of 1-year-olds in the United States and Hong Kong

Title:
Deliberating on the cultural meanings of teachers’ practices in the care of 1-year-olds in the United States and Hong Kong
Authors:
- Costa, Mila Indiana University
- McMullen, Mary Benson Indiana University
Source:
Journal of Research in Childhood Education, 35(4), 666-686, 2021
Publisher:
Taylor & Francis Inc.
Year Published:
2021
Education Categories:
Keywords:
Cultural Hybridity Culture Early Childhood Infant and Toddler Care International Comparison Social Learning Social Learning Theory Systems Theory
Region:
- Hong Kong
- United States
Period:
- 1997.7 onwards
Level:
- Pre-Primary Education
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. Copyright © 2021 Taylor & Francis Inc.
Language:
- English
Document Type:
Journal Articles
ISSN:
- 02568543
DOI:
- 10.1080/02568543.2020.1821136
Permalink:
https://bibliography.lib.eduhk.hk/bibs/d52eb3f2
Entry Date:
2022-05-12