Citation

Volk D. Early Child Res. Q. 1999; 14(1): 5-34.

Copyright

(Copyright © 1999, Elsevier Publishing)

DOI

10.1016/S0885-2006(99)80002-7

PMID

unavailable

Abstract

This study describes and analyzes the strategies used by a group of older siblings in the family of a Puerto Rican kindergartner to teach school-related knowledge and skills at home. The strategies are compared with those used by the child's teacher in a bilingual kindergarten. Ethnographic and ethnomethodological approaches were used. Sociocultural theory and the concept of guided participation provided a framework for the analysis that emphasized the cultural embeddedness of teaching and learning. Findings show that the older siblings taught the kindergartner within a context of learning and togetherness established by the parents and grounded in Latino culture. They used a range of strategies that included the teacher-identified recitation script and they often shared responsibility for the interactions with the kindergartner. By blending teaching strategies from their school experiences and from their culture, the older siblings helped him bridge some home-school differences in the teaching/learning process. In the classroom, the teacher used the recitation script more consistently. She usually took responsibility for teaching interactions and the children played a less active role. Implications for research and teaching are discussed.