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

November 16th, 2006 | RESEARCH

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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Team Members

Barbara Rogoff, Author, University of California, Santa Cruz
Leslie Moore, 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

Identifier Type: isbn
Identifier: 978-1593853327

Publication: Handbook of Socialization: Theory and Research
Page(s): 490

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Tags

Audience: Educators | Teachers | Elementary School Children (6-10) | Museum | ISE Professionals | Pre-K Children (0-5)
Discipline: Education and learning science | Social science and psychology
Resource Type: Edited Chapter | Reference Materials
Environment Type: Informal | Formal Connections | Public Programs