Question.2160 - We will exam how individuals learn their culture in society. We also focus on the human life cycle and howcultures place emphasis on different life events in the natural cycle of the individuals in the group. For thisproject select one of the options detailed below to conduct a thorough analysis of your topic.Grading:Per syllabus = 20% of final gradeOption 1: Select an event from society that you feel meets the criteria as a rite of passage. Examine thisevent by placing yourself in the role of participant observer to the extent possible. If that is impossible dueto COVID, you may conduct interviews of other individuals who attended the event. In your participantobservations and/or interviews attempt to determine why this is seen as a rite of passage in our culture.Write up your findings in the following format:a. Titleb. Introduction with a hypothesis statement (i.e. In our society, college serves as a rite of passageof the individual into adulthood).c. An ethnographic description of the event from your field methods (participant observationsand/or interviews).d. An analysis of the event as to why this event is a rite of passage, with specific reference tothree elements or phases; 1) separation, 2) transition, and 3) re-incorporation.e. Compare this to at least one other rite of passage from another culture and discuss thegeneral function of these rites.f. Conclusion, with a final statement either accepting or rejecting your original hypothesis asstated in (b) above.g. Bibliography: must be included if any references are used.Option 2: Examine as aspect of our contemporary society that you feel serves the enculturation process.Explore how this event or process facilitates the learning of culture by the individuals in our society.Examine this event by placing yourself in the participant observer role if feasible. If not feasible due toCOVID, you may conduct interviews of others who participate in the process. Using these field methods tryto determine why this helps to enculturate individuals in the population.Write up your findings in the following format:h. Titlei. Introduction with a hypothesis statement (i.e. In our society, preschool serves as anenculturation process to adequately educate young children as to the values of the culture).j. An ethnographic description of the event from your field methods (participant observationsand/or interviews).k. An analysis of the event as to why this event is an enculturation process, with specificreference to both the 1) conscious, and 2) unconscious ways this helps individuals to learnculture.l. Compare this to at least one other enculturation process from another culture and discuss thegeneral function of these processes.m. Conclusion, with a final statement either accepting or rejecting your original hypothesis asstated in (b) above.n. Bibliography: must be included if any references are used.NOTE: Options 3 and 4 may be both more possible during COVID and also more flexible to allow you thefreedom to research something you select.Option 3: Select a group of people that you would like to research. Read an ethnographic study (short book) orresearch several ethnographic articles about the group of people and then write a paper explaining what youlearned about rites of passage or enculturation in the group and how it relates to their different cultural normsthan ours.Write up your findings in the following format:a. Titleb. Introduction with a hypothesis statement (i.e. in the culture I researched, I found differentforms of enculturation than in ours as illustrated by the following facts I gathered and I believethat the differences are due to what factors).c. An ethnographic description of the specific cultural difference you found in the culture youresearched.d. An analysis of the differences as to why this culture has different values and behaves in adifferent manner than our culture.e. Conclusion, with a final statement either accepting or rejecting your original hypothesis asstated in (b) above.f. Bibliography: must be included of all references are used.Option 4: Select a topic that you have been inspired by in the textbook, lectures or class discussions. Researcha specific issue within that area of interest using articles or a short book and then write a paper about whatyour research helped clarify about your original hypothesis regarding the anthropological issue.Write up your findings in the following format:a. Titleb. Introduction with a hypothesis statement (i.e. in the culture I researched, I found differentforms of enculturation than in ours as illustrated by the following facts I gathered and I believethat the differences are due to what factors).c. An ethnographic description of the specific cultural difference you found in the culture youresearched.d. An analysis of the differences as to why this culture has different values and behaves in adifferent manner than our culture.e. Conclusion, with a final statement either accepting or rejecting your original hypothesis asstated in (b) above.f. Bibliography: must be included of all references are used
Answer Below:
Introduction xxxx a xxxxxxxxxx statementIn xxxxxx society xxxxxxxxx is xxxxxxxx as xx essential xxxxxxxxxxx that xxxxx a xxxxx part xx children's xxxxx mental xxxxxxxxxxx and xx a xxxxxxxx force xx the xxxxxxx of xxxxxxxxxxxxx The xxxxxxxxxx proposes xxxx preschool xx critical xx not xxxx educating xxx also xxxxxxxxxx cultural xxxxxx in xxxxxxxxxx susceptible xxxxx Dunst xx al xxxxxxxxx is xxxxxxx situated xx be x microcosm xx societal xxxxx beliefs xxx practices xxxxxxx it xxxxxx as xxx cornerstone xxx formal xxxxxxxxx This xxxxxxxx aims xx shed xxxxx on xxx ways xxxx preschool xxxxxxxxx influences xxx development xx subsequent xxxxxxxxxxxx cultural xxxxxxxxx both xxxxxxxxxx and xxxxxxxxxx It xxxx this xx dissecting xxx complexities xx preschool xxxxxxxxx G xxxxxxxxxxx et xx Preschool xxxxxxx kids xx a xxxxxxxxx environment xxxxx they xxxxx to xxxxxx relationships xxxxxxxx and xxxxxxxxxx that xxx rich xx cultural xxxxx Preschool xxxxx into x canvas xxxx is xxxxxxx with xxxxxxxx imprints xxxxxxx a xxxxxxxxxxx of xxxxxx interactions x structured xxxxxxxxxx and xxx physical xxxxxxxxxxxx Heyes xxxxxxx an xxxxxxxx of xxx conscious xxx unconscious xxxxxxx of xxxx learning xxxxxxxxxxx we xxxx to xxxxxxxxxx how xxxxxxxxx turns xxxx a xxxxxxxx vehicle xxx the xxxxxxxxxxxxx and xxxxxxxxxxxx of xxxxxxxx values xxxxxxxxxxxx influencing xxx perspectives xx youth xx our xxxxxxx Juaristi xx al xxxxxxxxxxxx description xx the xxxxxxxxxxxxxxxx observations xxx interviews xxxx used xx primary xxxxxxxxxx to xxxxx the xxxxxxxxxxxxxxx trip xxxxxx the xxxxxxxxx setting xxx reveal xxx intricate xxxxxxx of xxxx crucial xxxxx of xxxxxxxx learning xxxxxxxxxxx observation xxxx for xx immersive xxxxxxxxxx that xxxx insights xxxx the xxxxxxxxx environment's xxxxx routines xxxxxx dynamics xxx instructional xxxxxxxxxx Lee xxx preschool's xxxxx schedule xxxxxx out xx be x choreographed xxxxx with xxxx activity xxxxxxxx to xxxxxx cultural xxxxxx Children xxxxxxxxxxxx in xxxxxx activities xxxx mirrored xxxxxxxxx values xxxx cultural xxxxx and xxxxxxx rhymes xxxx had xxxxxx linguistic xxxxxxxx as xxxx of xxxxxxx rituals xxx routines xxxx were xxxxx observed xxxx not xxxx mechanical xxxxxxxxxx rather xxxx were xxxxxxxxx planned xxxxxxxxxxxx intended xx introduce xxxx to xxxxxxxx customs xx an xxxxx age xx their xxxxxxxxx Lipponen xx al xxx interactions xxxxxxx teachers xxx students xxxxxx the xxxx focus xx the xxxxxxxxxxxx investigation xx cultural xxxxxxxxxxxxxx the xxxxxxxx incorporated xxxxxxxx narratives xxxx their xxxxxxxxxx with xxxx For xxxxxxx moral xxxxxxxxx were xxxxxx but xxxxxxxxxxx incorporated xxxx traditional xxxxx during xxxxxxxxxxxx sessions xx promote xxxxxxxx values xxxxxxxxxxx the xxxxxxxx promotion xx peer xxxxxxxxxxxxx worked xx a xxxxxxx for xxx cultural xxxxx to xx transmitted xxxxxxxx social xxxxxx to xx developed xx the xxxxxxx of xxxxxxxx expectations x mez-Barreto xx al xxx curriculum xxxxxx into x dynamic xxxxxx for xxxxxxxxxx cultural xxxxxxxxx Topics xxxx language xxx art xxxxxx as xxxx cultural xxxxxxxxxxxx channels xxx cognitive xxxxxx instruments xxx example xxxxxxxx idioms xxx colloquialisms xxxx infused xxxx language xxxxxxxx to xxxxxxxxx that xxxxxxxx competency xxx combined xxxx cultural xxxxxxxxx Whether xx the xxxx of xxxxxxxx crafts xx group xxxxxxxx artistic xxxxxxxxxxx frequently xxxxxxxx themes xxxx were xxxxxxxxx to xxx culture xxxxxxxx a xxxxxx language xxxx aided xx the xxxxxxxxx of xxxxxxxx understanding xx addition xx spoken xxxxxxxxxxxxx Interviews xxxx conducted xx further xxx ethnographic xxxxxxxxxxxxx Teacher xxxxxxxx revealed xxxxxxxxxx teaching xxxxxxx used xx transfer xxxxxxxx information xxxxxxxxxxx the xxxxxxxxxx efforts xxxx to xxxxxxx cultural xxxxxxxxx The xxxxxxxxxx of xxxxxxx offered xx external xxxxx through xxxxx to xxxx how xxx preschool xxxxxxx permeates xxx fabric xx family xxxx and xxxxxx impact xxxxxxx of xxx classroom xxxxxxxxxxxxx perspectives xxx experiences xxxx revealed xxxxxxx sensitively xxxxxxxxx interviews xxxxx gave x child's xxxxxxxxxxx on xxx cultural xxxxxxxxx that xxx occurring xxxxx et xx Through xxx combination xx interviews xxx participant xxxxxxxxxxxx the xxxxxxxxx setting xxxxxxxx itself xx a xxxxxxx setting xxxxx cultural xxxxxxxxx is xxxxxxxxxx into xxx aspects xx the xxxxxxxx process xxxxxx than xxxxx limited xx textbooks xxx curriculum xxxxxxxxxxxxxxx relationships xxx daily xxxxxxxxx all xxxx together xx form x complex xxx that xxxxx young xxxxxx navigate xxx early xxxxxxxxxxx corridors xxx acclimatise xx their xxx environment xxxxx Analysis xx the xxxxx as xx enculturation xxxxxxxxxxxxxxxx LearningBy xxxxxxxxxxxx providing xxxxxxxx with x location xxxxx cultural xxxxxxxxx is xxxxxxxxx preschools xxxxxxxxxx conscious xxxxxxxx by xxxxxxxxx children xxxx explicit xxxxxxxx to xxxxxxxx norms xxx values xxxxxxxx are xxxx to xxxxxxx children xx activities xxxx are xxxxxxxxxxxx created xx mirror xxx reinforce xxxxxxxx norms xxxxxxx of xxx organised xxxxxxxxxxx For xxxxxxx storytelling xxxxxxxx serve xx a xxxxx of xxxxxxx down xxxxxxxxxx customs xxxxx precepts xxx cultural xxxxxxxxxx Festival xxxxxxxxxxxx in xxx preschool xxxxxxx foster x sense xx community xxxxxxxxxxxxxx in xxxxxxxx to xxxxxxxx children xxxxx cultural xxxxxxx Additionally xxxxxx etiquette xxxxxx be xxxxxxxxxx taught xx everyday xxxxxxxxxx as xxxx sets xxx foundation xxx children xx negotiate xxxxxxxx standards xxxxxxxxxxxx Dunst xx al xx their xxxx as xxxxxxxx mentors xxxxxxxx purposefully xxxxxxxxxxx cultural xxxxxxx into xxxxx classes xx help xxxxx students xxxxxxx a xxxxxxxxx awareness xx cultural xxxxx Children xxx recognise xxxxxxxxxx and xxxxxxxxxxx cultural xxxxxx within x conscious xxxxxxxxx that xx provided xx the xxxxx integration xx cultural xxxxxxx into xxx curriculum xxxxxxxxx turns xxxx a xxxxxxxxxx planned xxxxxx to xxxxx the xxxxxxxxxxxxx cultural xxxxxxxxxxx thanks xx these xxxxxxxxxx teaching xxxxxxxxxx Juaristi xx al xxxxxxxxxxx LearningThe xxxxxxxxx environment xxxxxxxxx as x subtle xxx powerful xxxxxxxxxx of xxxxxxxxxxx learning xxxx outside xx the xxxxxxxxxx taught xxxxxxx Even xxxxxxxxx unremarkable xxxxx activities xxxxx as xxxxxx repositories xx cultural xxxxxxxx Cultural xxxxxxx are xxxxxxxx in xxx physical xxxxxx of xxx classroom xxx selection xx teaching xxxxxxxxx and xxxx the xxxxxx of xxx play xxxxxx These xxxxxxx gently xxxxx children xx comprehend xxxxx cultural xxxxxxxxxxxx without xxx need xxx explicit xxxxxxxxxxx Lee xx the xxxxxxxxx context xxxx interactions xxxxxxx an xxxxxxx setting xxx the xxxxxxxxxxxx of xxxxxxxx norms xxxxxxxx participate xx play xxxxxxxxxx that xxxxx social xxxxxxxxxxx and xxxxxxxxxxxx Unconsciously xxxx take xx social xxxxxxxx nonverbal xxxxxxxxxxxxx patterns xxx linguistic xxxxxxx that xxxxxxxxx the xxxxxx cultural xxxxxxxxxx The xxx the xxxx is xxxxxxxxxx set xx conveys xxxxxxxx norms xxx gently xxxxxx how xxxx view xxxxx environment xxxxxxxx et xx Preschool xxxxxxxx have x pivotal xxxx in xxxxxxxxxxx learning xxxxxxxxxxx children's xxxxxxxxxx without xxxxxx them xxxxxxxx instructions xxxxx minds xxxxxxxxxxx cultural xxxxxxx linguistic xxxxxxx and xxxxxx hierarchies xxxxxxx everyday xxxxxxxx and xxxxxx participation xxxxx helps xx shape xxxxx cultural xxxxxxxx A xxxxxxxx and xxxxxxxxx enculturation xxxxxxx is xxxxxxx in xxx preschool xxxxxxx by xxx synthesis xx conscious xxx unconscious xxxxxxxx mechanisms xxxxx pave xxx way xxx a xxxxxxxx and xxxxxxx knowledge xx societal xxxxx and xxxxxx G xxxxxxxxxxx et xx Comparison xxxx another xxxxxxxxxxxxx processTo xxxx a xxxxxx understanding xx the xxxxxxxxxxxxx process xx compared xxx culture's xxxxxxxxx education xxxxxx to xxxxxx initiation xxxxxxxxxx Lee xxxxxxxx both xxxxxxxxxx aim xx implant xxxxxxxx identity xxxxx approaches xxxxxx of xxxxxxxxx and xxxxxx are xxxxxx different xxxxxxxxx Education xx current xxxxxxx preschool xxxxxxxxx follows x structured xxxxxxxxxxx curriculum xxxxxxx daily xxxxxxxx curriculum xxx social xxxxxxxxxxxx it xxxxxx a xxxxxxxxxx setting xx which xxxxxxxx are xxxxxxx to xxxxxxxx themes xxx focus xx on x phased xxxxxxxx that xxxxx young xxxxxxxx a xxxxxx time xxxxx to xxxxxx cultural xxxxxxxxx In xxxxx to xxxxxxxxx that xxxx gain x cognitive xxxxx of xxxxxx standards xxxxxxxx actively xxxxxxxxx cultural xxxxxxxxxxx into x variety xx activities xxxxxxxx have xxxxxxxxxxxxx for xxxx conscious xxx unconscious xxxxxxxx when xxxx storytelling xxx celebrations xxx incorporated xxxx the xxxxxxxxxx Without xxxxxxxxxxxx the xxxxxxxxxx minds xxxx method xxxxxxx the xxxxxxxxxxx of x complex xxx all-encompassing xxxxxxxx worldview xxxxx Initiation xxxxxxx in xxxxxx Communities xx the xxxxx hand xxxxx rituals xxxxxxx a xxxxxxxx approach xx enculturation xxxxxx tribal xxxxxx These xxxxxxx frequently xxxxxx profound xxxxxxxxxxxxx experiences xxxx help xxxxxx quickly xxxxxxxxxx into xxxxxxxxx standards xxxxxxxxx lasting xxxxxxx days xxxxxxxxxx ceremonies xxx intended xx be xxxxxxxx and xxxxxxxxxx taxing xxxxxxx participants xxxxxxx of xxxxx comfort xxxxx Initiation xxxxx are xxxxxx by xxxxxxxxx and xxxxxxxxx in xxxxxxxx to xxxxxxxxxxx gradual xxxxxxxxxxxx The xxxxxxxxx is xx quickly xxxxxxxxx newcomers xxxx the xxxxxxxxxxx cultural xxxxxx and xxxx them xxxxxxx a xxxxxx direct xxxx with xxx customs xxx beliefs xxxxx Common xxxx of xxxxxxxx Identity xxxxxxxxx education xxx tribal xxxxxxxxxx ceremonies xxxxxxxx they xxxx different xxxxx have xxx same xxxxxxxx objective xx mind xxxxxxxxxx cultural xxxxxxxx Either xx means xx a xxxxxxxx initiation xxxxxxxxx or xxxxxxx exposure xxx objective xx both xxxxxxxxxx is xx mould xxxxxxxx perceptions xx their xxxxxxxx background xxxxxxxxx a xxxxxxx of xxxxxxxxx and xxxxxx identity xxxxxxxx et xx Overall xxx study xxxxxxxxxx how xxxxxxxxx enculturation xxxxxxxxx are xx different xxxxxxxxx and xxxxxx that xxx techniques xxxx depend xx the xxxxxxxx background xxxxxx structures xxx particular xxxxxx that xxxx group xxxxxxx to x mez-Barreto xx al xxxxxx initiation xxxxxxxxxx offer x deeper xxx more xxxxxxxxxxxxx immersion xxxxxxxxx the xxxxxxx range xx human xxxxxxxx practises xxxxxxx preschool xxxxxxxxx progressively xxxxxx cultural xxxxxxxx Lipponen xx al xxxxxxxxxxxx conclusion xxx study xx preschool xx an xxxxxxxxxxxxx process xxxxxxxxxxxx its xxxxxxxx function xx forming xxxxx people's xxxxxxxx underpinnings xxx integration xx both xxxxxxxxx and xxxxxxxxxxx learning xxxxxxxxx in xxx preschool xxxxxxx is x component xx a xxxxxxxx and xxxxxxxxxx cultural xxxxxxxxx The xxxxxxxxxx atmosphere xxxxxxxx teacher-student xxxxxxxxxxxx and xxxxx routines xxxx combine xxxxxxxx elements xxxxxxx a xxxxxxxxx understanding xx society's xxxxxxxxxxxx Concurrently xxx nuances xxxxxxx in xxx physical xxxxxxxxxxx and xxxx relationships xxx in xxx unconscious xxxxxxxxxxxx of xxxxxx hierarchies xxxxxxxx nuances xxx cultural xxxxxxx The xxxxxxxxxx that xxxxxxxxx education xxxx as x process xx enculturation xx teach xxxxx children xxxxx cultural xxxxxx is xxxxxxxx recognising xxx complex xxx multidimensional xxxxxxx of xxxxxxxxx education xx people's xxxxxxxx development xxxxxxxxx emerges xx a xxxxxxxxx of xxxxxxx where xxxxxxxx identity xx cultivated xxx woven xxxx the xxxx fabric xx early xxxxxxxx experiences xx addition xx serving xx a xxxxx for xxxxxxxxx ReferencesDunst x J xxxxx D x Raab x Bruder x B xxxxxx socioeconomic xxxxxx and xxxxxxxxx acculturation xxx enculturation xxx parent xxxxxxx about xxxxx behavior xxxxxxxx methods xxx parenting xxxxx Journal xx Education xxx Culture xxxxxxx - xxx core xx uk x mez-Barreto x M xxxx S xxxxxxxxxxx lez x Classroom xxxxxxxxxxx and xxxxxxxxxxxxx by xxxxxxxxxxxxxx ' xx thinking xx early xxxxxxxxx International xxxxxxx of xxxxx Years xxxxxxxxx - xxxxx doi xxx Heyes x When xxxx social xxxxxxxx become xxxxxxxx learning xxxxxxxxxxxxx Science x https xxx org xxxx Juaristi x Larrea x Muela x The xxxxxxxxxxxxx process xx early xxxxxxxxx education xxx care x mixed xxxxxxx study xxxxxxxx Early xxxxxxxxx Education xxxxxxxx Journal x https xxx org x Lee x J x The xxxxxxxxxxxx of xxxxxxxxxx s xxxxxxxxx of xxxxxxxxxxxxxxxxxxx Paradigm xxx Early xxxxxxxxx and xxxxxxx Preschool xxxxxxxxx Southwestern xxxxxxx Theological xxxxxxxx The xxxxxxxxxxxx of xxxxxxxxxx s xxxxxxxxx of xxxxxxxxxxxxxxxxxxx Paradigm xxx Early xxxxxxxxx and xxxxxxx Preschool xxxxxxxxx - xxxxxxxxxxxxxxxx L xxxxxx A xxxxx J xxxxxxxx M xxxxxxxxx the xxxxxxxxxxx of xxxxxx methods xxxx in xxxxxxxx with xxxxxxxx European xxxxx Childhood xxxxxxxxx Research xxxxxxx - xxxxx doi xxx X xxxxx K xxxxxxxxx Enculturation xxxx of xxxxx content xxx experience xx the xxxx from xxxxx to xxxxxxx In xxxxx Anniversary xxxxxxxxxx Media xxxxxxxxxxxxx and xxxxxxxx London xxxxxx of xxxxxxxxx Department xx Media xxx Communication xxxxxxxxx pp x Microsoft xxxx - xxxxxxxxxxxxxxxxxxxxx doc xxxxxxxxxxxx netMore Articles From Management
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