Forager societies tend to value egalitarianism, cooperative autonomy, and sharing. Furthermore, foragers exhibit a strong gendered division of labor. However, few studies have employed a cross-cultural approach to understand how forager children learn social and gender norms. To address this gap, we perform a meta-ethnography, which allows for the systematic extraction, synthesis, and comparison of quantitative and qualitative publications. In all, 77 publications met our inclusion criteria. These suggest that sharing is actively taught in infancy. In early childhood, children transition to the playgroup, signifying their increased autonomy. Cooperative behaviors are learned through play. At the end of middle childhood, children self-segregate into same-sex groups and begin to perform gender-specific tasks. We find evidence that foragers actively teach children social norms, and that, with sedentarization, teaching, through direct instruction and task assignment, replaces imitation in learning gendered behaviors. We also find evidence that child-to-child transmission is an important way children learn cultural norms, and that noninterference might be a way autonomy is taught. These findings can add to the debate on teaching and learning within forager populations.

中文翻译：

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狩猎采集儿童如何学习社会和性别规范？元人种学评论

觅食者社会倾向于重视平等主义、合作自治和分享。此外，觅食者表现出强烈的性别分工。然而，很少有研究采用跨文化的方法来了解觅食儿童如何学习社会和性别规范。为了解决这一差距，我们进行了元民族志，它允许系统地提取、合成和比较定量和定性出版物。总共有 77 篇出版物符合我们的纳入标准。这些表明分享是在婴儿期积极教授的。在幼儿时期，儿童过渡到游戏组，这意味着他们增加了自主权。合作行为是通过游戏学习的。在童年中期结束时，儿童自我隔离成同性群体并开始执行特定性别的任务。我们发现有证据表明觅食者积极地教导儿童社会规范，并且随着久坐不动，教学，通过直接指导和任务分配，取代了学习性别行为的模仿。我们还发现证据表明，儿童与儿童之间的传播是儿童学习文化规范的重要方式，而不干涉可能是教授自主权的一种方式。这些发现可以增加关于觅食人群教学和学习的辩论。