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Children's development of cultural repertoires through participation in everyday routines and practices

November 16, 2006 | Public Programs, Informal/Formal Connections
This chapter discusses variation in the organization of children’s involvement in cultural activities. In particular, we examine three widespread cultural traditions that organize children’s learning and participation in cultural activities: intent community participation, assembly-line instruction, and guided repetition. We argue that investigating the organization of children’s participation in routine activities offers a way to address the dynamic nature of repertoires of cultural practices—the formats of (inter)action with which individuals have experience and may take up, resist, and transform.

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  • Barbara Rogoff
    Author
    University of California, Santa Cruz
  • Leslie C Moore OSU portrait May 2014 small
    Author
    University of California, Santa Cruz
  • Behnosh Najafi
    Author
    University of California, Santa Cruz
  • Amy Dexter
    Author
    University of California, Santa Cruz
  • Marciela Correa-Chavez
    Author
    University of California, Santa Cruz
  • Jocelyn Solis
    Author
    University of California, Santa Cruz
  • Citation

    ISBN : 978-1593853327
    Publication Name: Handbook of Socialization: Theory and Research
    Page Number: 490
    Resource Type: Edited Chapter
    Discipline: Education and learning science | Social science and psychology
    Audience: Elementary School Children (6-10) | Pre-K Children (0-5) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Informal/Formal Connections

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