Department of Psychology, University of California, Santa Cruz, CA, United States.
Department of Psychology, University of California, Santa Cruz, CA, United States.
Adv Child Dev Behav. 2024;67:164-199. doi: 10.1016/bs.acdb.2024.07.003. Epub 2024 Aug 3.
Decades of research have informed about ways in which infants and young children learn through action in connection with their sensory system. However, this research has not strongly addressed the issues of cultural diversity or taken into account everyday cultural experiences of young learners across different communities. Diversifying the scholarship of early learning calls for paradigm shifts, extending beyond the analysis at the individual level to make close connections with real-world experience while placing culture front and center. On the other hand, cultural research that specifies diversity in caregiver guidance and scaffolding, while providing insights into young learners' cultural experiences, has been conducted separately from the research of action-based cross-modal learning. Taking everyday activities as contexts for learning, in this chapter, we summarize seminal work on cross-modal learning by infants and young children that connects action and perception, review empirical evidence of cultural variations in caregiver guidance for early action-based learning, and make recommendations of research approaches for advancing the scientific understanding about cultural ways of learning across diverse communities.
数十年的研究已经揭示了婴儿和幼儿通过与他们的感觉系统相关联的动作进行学习的方式。然而，这项研究并没有强烈关注文化多样性问题，也没有考虑到不同社区的年轻学习者的日常文化经验。使早期学习的学术多样化需要范式转变，超越个体层面的分析，与现实世界的经验紧密联系，同时将文化置于核心位置。另一方面，在提供有关年轻学习者文化经验的见解的同时，明确说明照顾者指导和支撑多样性的文化研究，已经与基于动作的跨模态学习研究分开进行。在本章中，我们将以日常活动为学习背景，总结关于婴儿和幼儿的跨模态学习的开创性工作，该工作将动作和感知联系起来，回顾早期基于动作的学习中照顾者指导的文化差异的实证证据，并提出研究方法的建议，以促进对不同社区的文化学习方式的科学理解。
