By Frances Chaput Waksler Wheelock College MA USA.
A suite of papers which learn and determine the results on little ones of socialisation and which try to clarify more than a few grownup views on young children and their social worlds.
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Additional info for Studying The Social Worlds Of Children: Sociological Readings
This is in part, I would suggest, because of the ubiquity of the adult view of the world mirrored in the organization of the classroom which makes shooting videotapes towards the children almost impossible. 16 Hall (1959, pp. 9–13). It should also be noted here that culturally different persons who are serious about understanding each other spend long periods of time working out the translation problems. A good example is an anthropologist doing field work. I can think of no similar attempts on the part of teachers and other adults to understand children.
People must also understand basic rules that tell them how to follow the surface rules. I may know that it is wrong to steal but interpretive rules allow me to decide in any particular situation whether or not an act is indeed stealing. Mackay is arguing that children use interpretive rules even when they use these rules to arrive at answers different from those of adults. (Waksler) 32 Children and Models of Socialization Teacher My story might be a little bit different from the way you heard it, the names might be different but the ideas are the same.
Waksler) 31 Studying the Social Worlds of Children (Cicourel,1970b, esp. pp. 147–57; Garfinkel, 1967, esp. ch. * I demonstrate in the following sections that children possess the same interpretive abilities as adults do. Competence as the Teacher’s Assumption The teacher assumes the child’s interpretive competence in doing lessons and reviews. e. the exercise of those abilities she herself uses to decide which is ‘best’. This assumption by adults of children’s interpretive competence can be found even in situations where children are considered unlikely ever to be competent.