Abstract Teaching is cross-culturally widespread but few studies have considered children as teachers as well as learners. This is surprising, since forager children spend much of their time playing and foraging in child-only groups, and thus, have access to many potential child teachers. Using the Social Relations Model, we examined the prevalence of child-to-child teaching using focal follow data from 35 Hadza and 38 BaYaka 3- to 18-year-olds. We investigated the effect of age, sex and kinship on the teaching of subsistence skills. We found that child-to-child teaching was more frequent than adult-child teaching. Additionally, children taught more with age, teaching was more likely to occur within same-sex versus opposite-sex dyads, and close kin were more likely to teach than non-kin. The Hadza and BaYaka also showed distinct learning patterns; teaching was more likely to occur between sibling dyads among the Hadza than among the BaYaka, and a multistage learning model where younger children learn from peers, and older children from adults, was evident for the BaYaka, but not for the Hadza. We attribute these differences to subsistence and settlement patterns. These findings highlight the role of children in the intergenerational transmission of subsistence skills.

中文翻译：

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谁教孩子觅食？在坦桑尼亚和刚果的哈扎和巴亚卡狩猎采集者中探索儿童对儿童教学的首要地位

摘要 教学在跨文化中广泛存在，但很少有研究将儿童视为教师和学习者。这是令人惊讶的，因为觅食儿童大部分时间都在只有儿童的群体中玩耍和觅食，因此可以接触到许多潜在的儿童教师。使用社会关系模型，我们使用来自 35 Hadza 和 38 BaYaka 3 至 18 岁儿童的焦点跟踪数据检查了儿童对儿童教学的普遍性。我们调查了年龄、性别和亲属关系对生存技能教学的影响。我们发现儿童对儿童的教学比成人对儿童的教学更频繁。此外，随着年龄的增长，孩子们教的东西越来越多，在同性和异性之间更可能发生教学，近亲比非亲属更有可能教书。Hadza 和 BaYaka 也表现出不同的学习模式；教学更可能发生在哈扎人的兄弟姐妹之间，而不是在巴亚卡人之间，而且一个多阶段的学习模式，即年幼的孩子向同龄人学习，而年长的孩子向成年人学习，对巴亚卡人来说很明显，但在哈扎人中则不然。我们将这些差异归因于生存和定居模式。这些发现强调了儿童在生存技能的代际传递中的作用。