"They Just Want to be with Us." Young Children: Learning to Live the Culture: a Post-Vygotskian Analysis of Young Children's Enculturation into a Childcare Setting

Abstract

This qualitative case study investigates the enculturation of young children into cultural events. The particular event under study was shared mealtimes in a New Zealand childcare centre. Participant observations yielded detailed descriptions of the practices, rituals, rules, and routines that inducted children into the group culture yet the effectiveness of these cultural tools and practices appeared to be highly dependent upon interpersonal factors such as the relationship between teacher and child. Relationships emerged as the essence and basis of enculturation as they simultaneously created group cohesion, and connected the child to the group. Socio-cultural thinking guided the methodology and throughout this study the research design, socio-cultural theories, and research topic itself, reiterated and explored tensions between the individual (psychological) and the group (social). Tensions were also seen in the promotion of socio-cultural theories underpinning current early childhood curricula and the realities of childcare practice as a structural and cultural arrangement. Socio-cultural theories propose that social context and more experienced cultural members are integral to children's development and enculturation into their communities. However, the argument is made that the cultural and structural arrangement of public childcare impedes the successful implementation of socio-cultural based curricula due to its individualised and separatist nature. It is also argued that separating young children and their teachers from the wider community presents challenges for teachers when attempting to establish authentic relationships with children and their families. Furthermore, accepting the current cultural and structural arrangement at the theoretical level means that we lose sight of the fact that young children want to be part of adults' lives and included in their communities. A final case is made that we need to reconceptualise theories to more closely align with contemporary enculturation practices and life situations in order to reflect a truly socio-cultural approach to teaching and learning.