Personal Autonomy, Volition and Participation during Early Socialization: A Dialogue between the LOPI Model and Ethnographic Findings in a Mapuche Context (Persona autónoma, volición y participación durante la socialización temprana: un diálogo entre el modelo LOPI y hallazgos etnográficos en un contexto mapuche)

Autor/inn/en	Murray, Marjorie; Tizzoni, Constanza
Titel	Personal Autonomy, Volition and Participation during Early Socialization: A Dialogue between the LOPI Model and Ethnographic Findings in a Mapuche Context (Persona autónoma, volición y participación durante la socialización temprana: un diálogo entre el modelo LOPI y hallazgos etnográficos en un contexto mapuche)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 3, S.619-635 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Marjorie) ORCID (Tizzoni, Constanza)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2062917
Schlagwörter	Foreign Countries; Mothers; Infants; Toddlers; Personal Autonomy; Socialization; Early Experience; Family Environment; Parent Child Relationship; Group Membership; Child Rearing; Child Development; Child Role; Parent Role; Community Involvement; Individual Power; Ethnography; Learning Processes; Chile + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Infants; Individuelle Autonomie; Socialisation; Sozialisation; Frühbeginn; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Gruppenzugehörigkeit; Kindererziehung; Kindesentwicklung; Parental role; Elternrolle; Eigeninitiative; Ethnografie; Learning process; Lernprozess
Abstract	This article seeks to connect ethnographic findings from a study on parenting, childcare and early childhood in Chile's Mapuche communities with facets of the LOPI model. From Facet 1, we observe that children are included in social situations from an early stage, which empowers them to learn how to interact through such instances as greeting others, commensality and hospitality, displaying will as well as motivation. From Facet 2, we highlight the children's enthusiasm for participating and collaborating in the adults' activities, imitating their work and ways of socializing. And lastly, from Facet 5, we identify the way in which their capacity for keen attention and anticipation unfolds, which has been identified elsewhere as 'pitching in'. Our analysis considers the inherent inseparability of the model's facets, as well as different emphases on a reality for learning that has tension between belonging and personal autonomy as key elements, understood from their socialization capacity. [Translation from Spanish by Jennifer Martin.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01