Hands On: Nonverbal Communication in Native and Non-Native American Parent-Child Dyads during Informal Learning

Autor/inn/en	Novack, Miriam A.; Standley, Murielle; Bang, Megan; Washinawatok, Karen; Medin, Douglas; Waxman, Sandra
Titel	Hands On: Nonverbal Communication in Native and Non-Native American Parent-Child Dyads during Informal Learning
Quelle	In: Developmental Psychology, 58 (2022) 1, S.32-42 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novack, Miriam A.) ORCID (Standley, Murielle) ORCID (Bang, Megan) ORCID (Medin, Douglas) ORCID (Waxman, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001279
Schlagwörter	Parent Child Relationship; Interpersonal Communication; Nonverbal Communication; American Indians; Whites; Cultural Differences; Racial Differences; Rural Areas; Urban Areas; Tribes; Preschool Children; Wisconsin + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; American Indian; Indianer; White; Weißer; Kultureller Unterschied; Rassenunterschied; Rural area; Ländlicher Raum; Urban area; Stadtregion; Tribal society; Stammesgesellschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Parent-child communication is a rich, multimodal process. Substantial research has documented the communicative strategies in certain (predominantly White) United States families, yet we know little about these communicative strategies in Native American families. The current study addresses that gap by documenting the verbal and nonverbal behaviors used by parents and their 4-year-old children (N = 39, 25 boys) across two communities: Menominee families (low to middle income) living on tribal lands in rural Wisconsin, and non-Native, primarily White families (middle income) living in an urban area. Dyads participated in a free-play forest-diorama task designed to elicit talk and play about the natural world. Children from both communities incorporated actions and gestures freely in their talk, emphasizing the importance of considering nonverbal behaviors when evaluating what children know. In sharp contrast to the stereotype that Native American children talk very little, Menominee children talked "more" than their non-Native counterparts, underlining the importance of taking into account cultural context in child assessments. For children and parents across both communities, gestures were more likely than actions to be related to the content of speech and were more likely than actions to be produced simultaneously with speech. This tight coupling between speech and gesture replicates and extends prior research with predominantly White (and adult) samples. These findings not only broaden our theories of communicative interaction and development, but also provide new evidence about the role of nonverbal behaviors in informal learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01