Learning Styles of African American Children

A Developmental Consideration

Bibliographic Data

ID2343044
AuthorsAngela Farris Watkins (Spelman College, corresponding author)
Year2002
Volume28
Issue1
Pages3-17
Publication date2002-02-01
Open AccessYes
TypeARTICLE
VenueJournal of Black Psychology (JOURNAL)
Journal identifiersISSN: 0095-7984 • E-ISSN: 1552-4558
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0095798402028001001
OpenAlexW2071450243
LanguageEN
Citations received3
References cited26

Among the descriptions of learning styles that characterize African American children, communalism and cooperative learning have been offered. The current investigation explored the developmental nature of this dimension among 2- to 5-year-old girls and boys (N = 44). Help-seeking behaviors were observed and coded. Variable frequencies (source of help, age, type of help solicitation, and kind of activity) were tallied, and associations between variables were examined. Associations between variables were arranged in a log linear analysis, and a log linear post hoc analysis was conducted. Type of help solicitation was found to significantly affect help source. Age and kind of activity did not significantly affect help source. Post hoc analysis revealed that children approached teachers more than peers for social help and peers more than teachers for academic help. Implications for effective communal/cooperative learning structures during early childhood are proposed

Affect (linguistics · African american · Communalism · Developmental psychology · Parenting styles · Post hoc · Child and Adolescent Psychosocial and Emotional Development · Communication · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology

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