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

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

• Costa, Mila Indiana University
• McMullen, Mary Benson Indiana University

Journal of Research in Childhood Education, 35(4), 666-686, 2021

Taylor & Francis Inc.

2021

• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• P Social Context of Education
  • PB Comparative Education

Cultural Hybridity Culture Early Childhood Infant and Toddler Care International Comparison Social Learning Social Learning Theory Systems Theory

• Hong Kong
• United States

• 1997.7 onwards

• Pre-Primary Education

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.

• English

Journal Articles

• 02568543

• 10.1080/02568543.2020.1821136

https://bibliography.lib.eduhk.hk/en/bibs/d52eb3f2

2022-05-12