By Frances Chaput Waksler Wheelock College MA USA.
A set of papers which study and investigate the results on little ones of socialisation and which try to clarify more than a few grownup views on childrens and their social worlds.
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Extra resources for Studying The Social Worlds Of Children: Sociological Readings
Example text
In the first instance, Meadian field workers accept their research subjects as they come to them. Status differentials generated by age, race, class, and gender are endemic in adult-adult studies. Wax, 1979) have developed a long tradition of strategies and techniques for minimizing social distance. In adultchild studies, once the assumption of adult superiority based on age and cognitive maturity is cast aside, researchers can build on these previously tested techniques and use them to gain entry into the child’s world.
Not at all/not very often/some of the time/ most of the time/all of the time The researcher assumes that these children have interpretive competence if he assumes that they are able to reflect upon their personalities-as-traits and then rate them on a five-point scale. After the measurement is completed it is assumed that the aggregated measure of self-concept is of persons unable to reason well—they are, after all, mentally retarded. The teacher assumes the child’s interpretive competencies at every point.
E. understand. e. that the child understood. e. 21 The Paradox The analysis has revealed the paradoxical22 nature of adult-child interaction. e. she creates or gives the ‘correct’ answers). The child is treated as deficient as he is under the normative sociological view of children. The sociological view and the teacher’s view are characterized by the fact that they are eminently common-sensical. As such, sociological writings on adult-child interaction are not theoretical but part of the very order that was intended for description (Garfinkel, 1967, ch.
