Mediation in Cognitive Socialization: The In?uence of Socioeconomic Status  

Oleh:

Portes, Pedro R. ; Vadeboncoeur, Jennifer A.

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 371-392.
Topik: Influence of Socioeconomic Status; Adult–Child Interaction Research; Construction of Socioeconomic Status
Fulltext: Mediation in Cognitive Socialization The In?uence of Socioeconomic Status.pdf (176.89KB)

Isi artikel

Social activities and adult–child interactions form the basis for cognitive socialization. The extent to which everyday activities differ by socioeconomic status (SES), and the extent to which they are employed differently, becomes a contentious topic when different outcomes in social and academic competence are linked. Socialization results in attitudes, values, and cognitive and linguistic skills that children use as they grow and ultimately become means or tools for development. Children develop competencies through various patterns of adult–child and other social interactions. Often what is seen as important and valuable for socialization varies across communities. Only some of the literature on adult–child interaction addresses elements of SES differentiated activity settings – for example, family structures, scripts, values, and task demands – that are historically embedded. This chapter focuses on a cultural–historical analysis of research linking SES to variations in adult–child interaction.

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