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Families, Intergenerationality, and Peer Group Relations pp 1–27Cite as

Children’s Contributions in Family Work: Two Cultural Paradigms

Part of the book series: Geographies of Children and Young People ((GCYP,volume 5))

Abstract

This chapter discusses two cultural paradigms of children’s involvement in family and community endeavors that channel many aspects of children’s everyday lives and their families’ approaches to child rearing. One paradigm – in which children are segregated from many family and community endeavors – is commonly assumed in scholarship on children’s development to characterize childhood generally, but this paradigm is likely to be limited to highly schooled communities like those of many researchers. In a distinct paradigm that occurs in some communities in which Western schooling has not been prevalent, children are integrated as valued, mutual contributors in family and community endeavors. Theories of motivation and prosocial development do not yet adequately account for learning paradigms related to children’s integration as collaborative contributors in mature endeavors.

The chapter examines how each paradigm organizes children’s contributions in everyday household work, with an illustration of cultural differences between two communities in Mexico. It appears that in the paradigm where children are integrated as collaborative contributors in shared, mutual family responsibilities, children regularly take initiative to make complex prosocial contributions and their mothers value their helpfulness. By contrast, it appears that in the paradigm where children are segregated from mature family responsibilities, they contribute minimally, they seldom take initiative in family work, and their mothers assign them their “own” chores to do and rarely expect children’s help without adult management. Our chapter considers the potential ramifications of the segregation or collaborative integration of children in meaningful and mutual roles in family and community endeavors.

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Authors and Affiliations

  1. University of New Hampshire, 62 College Road, Durham, 302 Morrill Hall, 03824, NH, USA

    Andrew D. Coppens & Barbara Rogoff

  2. University of California, Santa Cruz, 95064, CA, USA

    Andrew D. Coppens & Lucía Alcalá

  3. California State University, Fullerton, CA, USA

    Lucía Alcalá

  4. ITESO University, Guadalajara, Mexico

    Rebeca Mejía-Arauz

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  1. Andrew D. Coppens
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  2. Lucía Alcalá
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  3. Barbara Rogoff
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  4. Rebeca Mejía-Arauz
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Correspondence to Andrew D. Coppens , Lucía Alcalá , Barbara Rogoff or Rebeca Mejía-Arauz .

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  1. School of Applied Science, University of Stirling, Stirling, United Kingdom

    Samantha Punch

  2. The School of Geography, University of Leeds, Leeds, United Kingdom

    Robert Vanderbeck

  3. Department of Geography, National University of Singapore, Singapore, Singapore

    Tracey Skelton

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Coppens, A.D., Alcalá, L., Rogoff, B., Mejía-Arauz, R. (2016). Children’s Contributions in Family Work: Two Cultural Paradigms. In: Punch, S., Vanderbeck, R., Skelton, T. (eds) Families, Intergenerationality, and Peer Group Relations. Geographies of Children and Young People, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-4585-92-7_11-2

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    Children’s Contributions in Family Work: Two Cultural Paradigms
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    03 November 2016

    DOI: https://doi.org/10.1007/978-981-4585-92-7_11-2

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    DOI: https://doi.org/10.1007/978-981-4585-92-7_11-1

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