The present study analyzes similarities and differences in cultural beliefs about mother-child play and their manifestation in maternal and children’s play practices in three different educated urban middle-class cultures. Based on the general assumption that mother-child play is an important context for child learning and development in educated urban middle-class communities that should result in cross-cultural similarities in mother-child play, the current study also hypothesized culture-specific accentuations, namely a stronger emphasis on preacademic vs. non-academic play activities and on adult-centered vs. child-centered modes of interaction in Chennai, India, (n = 28) than in Münster, Germany, (n = 35) and New York City (NYC), USA, (n = 36). Maternal goals and strategies were assessed in semi-structured interviews and mothers from Chennai emphasized play goals and preacademic goals to similar degrees, whereas mothers from Münster and NYC accentuated play goals. In line with their emphasis on preacademic goals and strategies, Chennai mothers showed significantly more preacademic activities during play with their 2-year-olds, especially explicit teaching. Furthermore, Chennai mothers’ stronger emphasis on play directives and children’s higher levels of responsive play complemented the pattern of more adult-centered beliefs and practices. In contrast, mothers from Münster and NYC were more likely to emphasize child-centeredness, with significantly more goals revolving around child immersion in play activities and autonomy-supporting play practices, including autonomous exploration, toddlers’ leadership and control, and maternal responsiveness. Unexpectedly, toddlers from NYC engaged the most in preacademic activities, especially responding to maternal quizzing.

本研究分析了三种不同受过教育的城市中产阶级文化中关于母子游戏的文化信仰的异同及其在母子游戏实践中的表现。基于母子游戏是受过教育的城市中产阶级社区儿童学习和发展的重要背景的一般假设，这应该导致母子游戏的跨文化相似性，当前的研究还假设特定文化的强调，即在印度金奈 ( n = 28) 比在德国明斯特 ( n = 35) 和纽约更强调学前与非学业游戏活动以及以成人为中心与以儿童为中心的互动模式城市 (NYC), 美国, ( n= 36）。在半结构化访谈中评估了母亲的目标和策略，来自钦奈的母亲在相似程度上强调游戏目标和学前目标，而来自明斯特和纽约的母亲则强调游戏目标。与他们对学前目标和策略的重视一致，钦奈母亲在与 2 岁孩子玩耍时表现出更多的学前活动，尤其是外显教学。此外，钦奈母亲更加强调游戏指令和儿童更高水平的反应性游戏补充了更多以成人为中心的信念和实践模式。相比之下，来自明斯特和纽约市的母亲更有可能强调以孩子为中心，更多的目标围绕着孩子沉浸在游戏活动和支持自主的游戏实践上，包括自主探索、幼儿的领导和控制以及母亲的反应能力。出乎意料的是，来自纽约市的幼儿参与学前活动最多，尤其是对产妇测验的反应。