Suzanne Gaskins
Biographic Data
| ID | 8746253 |
|---|---|
| NAME | Suzanne Gaskins |
| GIVEN NAMES | Suzanne |
| FAMILY NAME | Gaskins |
| SIGNATURE | GASKINS S |
| AFFILIATIONS | Northeastern Illinois University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Studying Executive Function in Culturally Meaningful Ways
Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec Maya children was conducted to explore cultural bias i…
The Cultural Organization of Yucatec Mayan Children's Social Interactions
Most studies of social interactions with peers, including studies of friendship, assume that the basic rules and values about children's interaction in European American culture are universally shared by all cultures around the world – for example, parental goals for children's social interaction, concepts of friendship, and patterns of interacting with other children. Ethnographic studies of other cultures strongly suggest that this is not a rea…
From Corn to Cash
Dramatic changes in the mode of production in a community often lead to parallel changes in the home and thus significantly disrupt socialization practices and children's everyday lives. This article describes a case among Yucatec Maya corn farmers in which this did not happen. Over 20 years, several external factors made corn farming alone untenable for most families and spurred a change in mode of production. The response was to manipulate new …
Children's Daily Activities in a Mayan Village
Building on recent efforts to reconceptualize development and socialization as contextually grounded processes, several aspects of Yucatec Mayan children's daily lives are observed, including maintenance activities, social orientation, work, and play. For each category of activity, the behavior of children ranging in age from 0 to 17 is described. Three principles of engagement generated to explain the Mayan cultural context (primacy of adult wor…
Historical and cultural perspectives on socialization
The Role of Pretense and Language in the Development of Self
Theoretical and methodological perspectives in the interpretive study of children
Conceptual and methodological issues central to the interpretive study of childhood socialization are presented, providing a general orientation to the other chapters in this volume
Children's Daily Activities in a Mayan Village
Building on recent efforts to reconceptualize development and socialization as contextually grounded processes, several aspects of Yucatec Mayan children's daily lives are observed, including maintenance activities, social orientation, work, and play. For each category of activity, the behavior of children ranging in age from 0 to 17 is described. Three principles of engagement generated to explain the Mayan cultural context (primacy of adult wor…
From Corn to Cash
Dramatic changes in the mode of production in a community often lead to parallel changes in the home and thus significantly disrupt socialization practices and children's everyday lives. This article describes a case among Yucatec Maya corn farmers in which this did not happen. Over 20 years, several external factors made corn farming alone untenable for most families and spurred a change in mode of production. The response was to manipulate new …
Theoretical and methodological perspectives in the interpretive study of children
Conceptual and methodological issues central to the interpretive study of childhood socialization are presented, providing a general orientation to the other chapters in this volume
The Role of Pretense and Language in the Development of Self
Historical and cultural perspectives on socialization
Children's Daily Activities in a Mayan Village
Building on recent efforts to reconceptualize development and socialization as contextually grounded processes, several aspects of Yucatec Mayan children's daily lives are observed, including maintenance activities, social orientation, work, and play. For each category of activity, the behavior of children ranging in age from 0 to 17 is described. Three principles of engagement generated to explain the Mayan cultural context (primacy of adult wor…
From Corn to Cash
Dramatic changes in the mode of production in a community often lead to parallel changes in the home and thus significantly disrupt socialization practices and children's everyday lives. This article describes a case among Yucatec Maya corn farmers in which this did not happen. Over 20 years, several external factors made corn farming alone untenable for most families and spurred a change in mode of production. The response was to manipulate new …
The Cultural Organization of Yucatec Mayan Children's Social Interactions
Most studies of social interactions with peers, including studies of friendship, assume that the basic rules and values about children's interaction in European American culture are universally shared by all cultures around the world – for example, parental goals for children's social interaction, concepts of friendship, and patterns of interacting with other children. Ethnographic studies of other cultures strongly suggest that this is not a rea…
Studying Executive Function in Culturally Meaningful Ways
Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec Maya children was conducted to explore cultural bias i…
Psychology (6 works) · Sociology (5 works) · Developmental psychology (4 works) · Indigenous Cultures and Socio-Education (4 works) · Socialization (4 works) · Social Psychology (3 works) · Social science (3 works) · Counseling, Therapy, and Family Dynamics (2 works) · Early Childhood Education and Development (2 works) · Anthropology (1 works)