Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children.

Full Abstract

Traditional indigenous social organization in the Americas has been characterized as involving horizontal multiparty engagements, in contrast with schooling, which often relies on hierarchy and division of labor. This study examined whether the social organization of problem solving of Guatemalan Mayan indigenous mothers and children varied with the mothers' extent of experience with school. We observed 47 mothers as they constructed a puzzle with 3 children (ages 6-12 years). Mayan mothers with little schooling (0-2 grades) were involved more in horizontal, multiparty engagements, whereas Mayan mothers with extensive experience with schooling (12 or more grades) were involved more in hierarchical, division-of-labor engagements with the children. The results suggest that Western formal schooling contributes to the reshaping of traditional collaborative social organization among indigenous Mayan people.

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Author information

Author/s: Chavajay, Pablo (P); Rogoff, Barbara (B);

Affiliation: Department of Psychology, Utah State University, Logan 84322-2810, USA. pchavajay(-atsign-)coe.usu.edu

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Developmental psychology (Dev Psychol), published in United States. (Language: eng)

Reference: 2002-Jan; vol 38 (issue 1) : pp 55-66

Dates: Created 2002/01/24; Completed 2002/06/26; Revised 2006/11/15;

PMID: 11806702, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Child
Cooperative Behavior
Culture
Education - standards
Female
Guatemala

Humans
Indians, Central American - psychology
Mother-Child Relations
Mothers
Problem Solving
Social Behavior

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