ABSTRACT

This article seeks to connect ethnographic findings from a study on parenting, childcare and early childhood in Chile’s Mapuche communities with facets of the LOPI model. From Facet 1, we observe that children are included in social situations from an early stage, which empowers them to learn how to interact through such instances as greeting others, commensality and hospitality, displaying will as well as motivation. From Facet 2, we highlight the children’s enthusiasm for participating and collaborating in the adults’ activities, imitating their work and ways of socializing. And lastly, from Facet 5, we identify the way in which their capacity for keen attention and anticipation unfolds, which has been identified elsewhere as ‘pitching in’. Our analysis considers the inherent inseparability of the model’s facets, as well as different emphases on a reality for learning that has tension between belonging and personal autonomy as key elements, understood from their socialization capacity.

摘要

本文旨在将智利马普切社区的育儿、儿童保育和幼儿教育研究中的民族志发现与 LOPI 模型的各个方面联系起来。从方面 1 中，我们观察到儿童从早期阶段就被纳入社交场合，这使他们能够通过诸如问候他人、共处和热情好客、展示意愿和动机等实例来学习如何互动。从方面 2 开始，我们强调孩子们参与和合作成人活动的热情，模仿他们的工作和社交方式。最后，从方面 5 中，我们确定了他们敏锐的关注和期待的能力展现的方式，这在其他地方被确定为“投入”。我们的分析考虑了模型方面固有的不可分割性，