CD62TakeHome

CD62TakeHome - CD 0062 CHILDHOOD ACROSS CULTURES Take-Home...

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CD 0062 CHILDHOOD ACROSS CULTURES Take-Home Quiz Handed out: Nov. 26 th To Be Submitted in Class on Nov. 28 th 2007 Question 1 (worth 8 points) : The unit on the development of cognitive and language competence was organized to emphasize that · Regularities in variation at the societal level (in goals, functions, and values of educa- tion) were linked to… · Regularities in variation in the activities, practices, and tools for thinking at the level of day-to-day routines (in informal and formal learning settings), which in turn were linked to… · Regularities in variation in valued cognitive and language competence For example, some of the regularities in variation at the societal level we discussed were: · Variations in goals, functions, and underlying values of education (video, Rogoff Chapters) · Formal and Informal Educational settings (Video, Rogoff Chapters) Regularities in variation at the level of daily routines and activities were: Variations in cultural tools/or symbol systems for thinking (Rogoff Chapters) Variations in how activities and practices of learning were structured (Rogoff Chapters) Regularities in variation in outcomes were: · Variations in what types of cognitions and intelligence is valued (videos, class lectures · Variations in language competence and use (Class lectures and slides) Use examples from the above to illustrate your understanding of the links between societal level context of learning settings, daily routines, practices and tools, and cognitive competence that are culturally coherent and adaptive within each community. Illustrate using contrasting patterns if possible. Your response should be less than 1 page long. Japanese/Baca Cultures
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Societal Level: Regularities: ~Education in school or relevant setting that allows children to acquire cultur- ally-defined “important” knowledge and skills ~ Create functioning members of society Variations: ~ Amount of time spent in learning setting(s): set number of hours (Japanese) vs. all day (Baca) ~Japanese: formal education- learn in schools using certain taught methods. Teachers and parents responsible for education ~Baca: informal education- no emphasis on formal/higher education, no learn- ing in a set/specifically taught way. Peers, all community members responsible for education ~Goals: Japanese- individual achievement/ success, Baca- survival, cooperation with community Activities/Routines/Tools: Regularities: ~Exposure to subjects relevant to children’s culture/ideals ~Practice and training intended to hone “important” skills and reinforce know- ledge Variations: ~Amount of time allocated to “important” activities: Baca: nearly all day learn- ing about jungle/survival, practicing important skills, Japanese: most of waking time spent in
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CD62TakeHome - CD 0062 CHILDHOOD ACROSS CULTURES Take-Home...

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