Children's Learning to Be Vernacular Architects: Yucatec Maya Theory behind LOPI (Cómo aprenden los niños mayas a ser arquitectos vernáculos: la teoría maya yucateca detrás de LOPI)

Autor/in	Cervera-Montejano, María-Dolores
Titel	Children's Learning to Be Vernacular Architects: Yucatec Maya Theory behind LOPI (Cómo aprenden los niños mayas a ser arquitectos vernáculos: la teoría maya yucateca detrás de LOPI)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 3, S.549-566 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cervera-Montejano, María-Dolores)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2059948
Schlagwörter	American Indian Languages; Learning Processes; Child Development; Language Acquisition; Parent Child Relationship; Construction (Process); Learner Engagement; Fathers; Participation; Cultural Activities; Rural Areas; Language Maintenance; Cultural Maintenance; Mothers; Parent Attitudes; Sociocultural Patterns; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Kindesentwicklung; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Aufbau; Konstruktion; Teilnahme; Cultural activity; Kulturelle Aktivität; Rural area; Ländlicher Raum; Sprachpflege; Mother; Mutter; Elternverhalten; Soziokulturelle Theorie; Ausland; Mexiko
Abstract	Yucatec Maya theory of learning may be thought of as Learning by Observing and Pitching In to family and community endeavours. Children learn everyday and specialized tasks by observing and pitching in. This mode of learning is embedded in children's developmental niche in which parental ethnotheories play the central role. I present results from a study of children's process of learning to become vernacular architects as they participate in building the boxes that make up the bullring for the village fiesta. Ninety-two expert adults were interviewed and direct observations were made during the building process. Results show that children accompany their fathers from an early age and observe and pitch in until they become experts. In order to learn, children need to have the will to like the task. Having the will depends on their destiny. Only those who have the will become responsible experts. Fathers encourage their children to accompany them to help their will to emerge. The developmental niche is organized to incorporate children into the building process to learn by observing and contributing. [Translation from English by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01