Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Children over‐imitate adults and peers more than puppets

Children over‐imitate adults and peers more than puppets INTRODUCTIONIn their first years of life, children begin to acquire the cultural repertoire of their community by learning skills and knowledge from others. Adults and peers offer complimentary yet equally essential opportunities for children's social learning, forming “two social worlds of childhood” (Tomasello, 2019, p. 31; Tomasello & Gonzalez‐Cabrera, 2017). Adults often serve as gatekeepers to cultural knowledge and skills, making it adaptive for young children to learn from them (Price et al., 2017; Wood et al., 2013b; Zmyj & Seehagen, 2013). It is thus no wonder that toddlers and preschoolers often prefer adult over child informants (Jaswal & Neely, 2006; Kachel et al., 2018; Zmyj, Daum, et al., 2012). Adults continue being essential sources of knowledge throughout childhood and adolescence (Molleman et al., 2019), but in their preschool years, children increasingly attune to learning opportunities of the “second world”: Peers (Jaswal & Neely, 2006; Kachel et al., 2021; see also Zmyj & Seehagen, 2013). Notably, children's experiences in both worlds vary substantially across cultures (Keller & Kärtner, 2013; Rogoff, 2003). Peers and older children play an important role as sources of care and learning in communities outside the Global North (e.g., Garfield et al., 2016; Lew‐Levy et al., 2019). Nevertheless, there is little doubt that both http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Science Wiley

Children over‐imitate adults and peers more than puppets

Stengelin, Roman; Ball, Rabea; Maurits, Luke; Kanngiesser, Patricia; Haun, Daniel B. M.
Developmental Science , Volume 26 (2) – Mar 1, 2023
Download PDF
9 pages

Loading next page...
 
/lp/wiley/children-over-imitate-adults-and-peers-more-than-puppets-gKzWxE0ftp

References (26)

Publisher
Wiley
Copyright
© 2023 John Wiley & Sons Ltd.
ISSN
1363-755X
eISSN
1467-7687
DOI
10.1111/desc.13303
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONIn their first years of life, children begin to acquire the cultural repertoire of their community by learning skills and knowledge from others. Adults and peers offer complimentary yet equally essential opportunities for children's social learning, forming “two social worlds of childhood” (Tomasello, 2019, p. 31; Tomasello & Gonzalez‐Cabrera, 2017). Adults often serve as gatekeepers to cultural knowledge and skills, making it adaptive for young children to learn from them (Price et al., 2017; Wood et al., 2013b; Zmyj & Seehagen, 2013). It is thus no wonder that toddlers and preschoolers often prefer adult over child informants (Jaswal & Neely, 2006; Kachel et al., 2018; Zmyj, Daum, et al., 2012). Adults continue being essential sources of knowledge throughout childhood and adolescence (Molleman et al., 2019), but in their preschool years, children increasingly attune to learning opportunities of the “second world”: Peers (Jaswal & Neely, 2006; Kachel et al., 2021; see also Zmyj & Seehagen, 2013). Notably, children's experiences in both worlds vary substantially across cultures (Keller & Kärtner, 2013; Rogoff, 2003). Peers and older children play an important role as sources of care and learning in communities outside the Global North (e.g., Garfield et al., 2016; Lew‐Levy et al., 2019). Nevertheless, there is little doubt that both

Journal

Developmental Science – Wiley

Published: Mar 1, 2023

Keywords: over‐imitation; peer interactions; puppetry; social learning; theory of puppets

There are no references for this article.