Question.2686 - We will exam how individuals learn their culture in society. We also focus on the human life cycle and how cultures place emphasis on different life events in the natural cycle of the individuals in the group. For this project select one of the options detailed below to conduct a thorough analysis of your topic. Grading: Per syllabus = 20% of final grade Option 1: Select an event from society that you feel meets the criteria as a rite of passage. Examine this event by placing yourself in the role of participant observer to the extent possible. If that is impossible due to COVID, you may conduct interviews of other individuals who attended the event. In your participant observations 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. Title b. Introduction with a hypothesis statement (i.e. In our society, college serves as a rite of passage of the individual into adulthood). c. An ethnographic description of the event from your field methods (participant observations and/or interviews). d. An analysis of the event as to why this event is a rite of passage, with specific reference to three 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 the general function of these rites. f. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated 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 to COVID, you may conduct interviews of others who participate in the process. Using these field methods try to determine why this helps to enculturate individuals in the population. Write up your findings in the following format: h. Title i. Introduction with a hypothesis statement (i.e. In our society, preschool serves as an enculturation 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 observations and/or interviews). k. An analysis of the event as to why this event is an enculturation process, with specific reference to both the 1) conscious, and 2) unconscious ways this helps individuals to learn culture. l. Compare this to at least one other enculturation process from another culture and discuss the general function of these processes. m. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated in (b) above. n. Bibliography: must be included if any references are used.2 | P a g e NOTE: Options 3 and 4 may be both more possible during COVID and also more flexible to allow you the freedom to research something you select.Option 3: Select a group of people that you would like to research. Read an ethnographic study (short book) or research several ethnographic articles about the group of people and then write a paper explaining what you learned about rites of passage or enculturation in the group and how it relates to their different cultural norms than ours. Write up your findings in the following format: a. Title b. Introduction with a hypothesis statement (i.e. in the culture I researched, I found different forms of enculturation than in ours as illustrated by the following facts I gathered and I believe that the differences are due to what factors). c. An ethnographic description of the specific cultural difference you found in the culture you researched. d. An analysis of the differences as to why this culture has different values and behaves in a different manner than our culture. e. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated 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. Research a specific issue within that area of interest using articles or a short book and then write a paper about what your research helped clarify about your original hypothesis regarding the anthropological issue. Write up your findings in the following format: a. Title b. Introduction with a hypothesis statement (i.e. in the culture I researched, I found different forms of enculturation than in ours as illustrated by the following facts I gathered and I believe that the differences are due to what factors). c. An ethnographic description of the specific cultural difference you found in the culture you researched. d. An analysis of the differences as to why this culture has different values and behaves in a different manner than our culture. e. Conclusion, with a final statement either accepting or rejecting your original hypothesis as stated in (b) above. f. Bibliography: must be included of all references are used.
Answer Below:
Title xxxxxxxxx Preschool xx an xxxxxxxxxxxxx Process xxxxxxxxx the xxxxxxxxxxx of xxxxxxxx Learning xxxxxxxxxxxx with x hypothesis xxxxxxxxxxx modern xxxxxxx preschool xx regarded xx an xxxxxxxxx institution xxxx plays x vital xxxx in xxxxxxxx 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 xxxxxxxx s xxxxxxxxxxx minds xxxxx et xx Preschool xx ideally xxxxxxxx to xx a xxxxxxxxx of xxxxxxxx norms xxxxxxx and xxxxxxxxx because xx serves xx the xxxxxxxxxxx for xxxxxx education xxxx research xxxx to xxxx light xx the xxxx that xxxxxxxxx education xxxxxxxxxx the xxxxxxxxxxx of xxxxxxxxxx generations xxxxxxxx attitudes xxxx explicitly xxx implicitly xx does xxxx by xxxxxxxxxx the xxxxxxxxxxxx of xxxxxxxxx education x mez-Barreto xx al xxxxxxxxx exposes xxxx to x regulated xxxxxxxxxxx where xxxx learn xx manage xxxxxxxxxxxxx language xxx activities xxxx are xxxx in xxxxxxxx value xxxxxxxxx turns xxxx a xxxxxx that xx painted xxxx cultural xxxxxxxx through x combination xx social xxxxxxxxxxxx a xxxxxxxxxx curriculum xxx the xxxxxxxx surroundings xxxxx Through xx analysis xx the xxxxxxxxx and xxxxxxxxxxx aspects xx this xxxxxxxx environment xx hope xx understand xxx preschool xxxxx into x powerful xxxxxxx for xxx dissemination xxx assimilation xx cultural xxxxxx consequently xxxxxxxxxxx the xxxxxxxxxxxx of xxxxx in xxx society xxxxxxxx et xx Ethnographic xxxxxxxxxxx of xxx eventParticipant xxxxxxxxxxxx and xxxxxxxxxx were xxxx as xxxxxxx approaches xx begin xxx anthropological xxxx inside xxx preschool xxxxxxx and xxxxxx the xxxxxxxxx details xx this xxxxxxx stage xx cultural xxxxxxxx Participant xxxxxxxxxxx made xxx an xxxxxxxxx experience xxxx gave xxxxxxxx into xxx preschool xxxxxxxxxxx s xxxxx routines xxxxxx dynamics xxx instructional xxxxxxxxxx Lee xxx preschool x daily xxxxxxxx turned xxx to xx a xxxxxxxxxxxxx dance xxxx each xxxxxxxx designed xx impart xxxxxxxx values xxxxxxxx participated xx shared xxxxxxxxxx that xxxxxxxx community xxxxxx sang xxxxxxxx songs xxx recited xxxxxx that xxx subtle xxxxxxxxxx elements xx part xx morning xxxxxxx The xxxxxxxx that xxxx being xxxxxxxx were xxx just xxxxxxxxxx operations xxxxxx they xxxx carefully xxxxxxx arrangements xxxxxxxx to xxxxxxxxx kids xx cultural xxxxxxx at xx early xxx in xxxxx schooling xxxxxxxx et xx The xxxxxxxxxxxx between xxxxxxxx and xxxxxxxx became xxx main xxxxx of xxx ethnographic xxxxxxxxxxxxx As xxxxxxxx intermediaries xxx teachers xxxxxxxxxxxx cultural xxxxxxxxxx into xxxxx encounters xxxx ease xxx example xxxxx teachings xxxx subtly xxx effectively xxxxxxxxxxxx into xxxxxxxxxxx tales xxxxxx storytelling xxxxxxxx to xxxxxxx cultural xxxxxx Furthermore xxx observed xxxxxxxxx of xxxx relationships xxxxxx as x conduit xxx the xxxxxxxx norms xx be xxxxxxxxxxx allowing xxxxxx skills xx be xxxxxxxxx in xxx setting xx cultural xxxxxxxxxxxx G xxxxxxxxxxx et xx The xxxxxxxxxx turned xxxx a xxxxxxx medium xxx expressing xxxxxxxx diversity xxxxxx like xxxxxxxx and xxx served xx both xxxxxxxx transmission xxxxxxxx and xxxxxxxxx growth xxxxxxxxxxx For xxxxxxx cultural xxxxxx and xxxxxxxxxxxxxx were xxxxxxx into xxxxxxxx training xx guarantee xxxx language xxxxxxxxxx was xxxxxxxx with xxxxxxxx awareness xxxxxxx in xxx form xx sketches xxxxxx or xxxxx projects xxxxxxxx expressions xxxxxxxxxx mirrored xxxxxx that xxxx important xx the xxxxxxx creating x visual xxxxxxxx that xxxxx in xxx formation xx cultural xxxxxxxxxxxxx in xxxxxxxx to xxxxxx communication xxxxxxxxxx were xxxxxxxxx to xxxxxxx the xxxxxxxxxxxx investigation xxxxxxx insights xxxxxxxx deliberate xxxxxxxx tactics xxxx to xxxxxxxx cultural xxxxxxxxxxx emphasising xxx deliberate xxxxxxx made xx promote xxxxxxxx awareness xxx viewpoints xx parents xxxxxxx an xxxxxxxx prism xxxxxxx which xx view xxx the xxxxxxxxx setting xxxxxxxxx the xxxxxx of xxxxxx life xxx exerts xxxxxx outside xx the xxxxxxxxx Preschoolers xxxxxxxxxxxx and xxxxxxxxxxx were xxxxxxxx through xxxxxxxxxxx conducted xxxxxxxxxx which xxxx a xxxxx 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 xxxxxxx Conscious xxxxxxxxxx purposefully xxxxxxxxx children xxxx a xxxxxxxx where xxxxxxxx education xx practised xxxxxxxxxx facilitate xxxxxxxxx learning xx providing xxxxxxxx with xxxxxxxx exposure xx cultural xxxxx and xxxxxx Teachers xxx able xx include xxxxxxxx in xxxxxxxxxx that xxx specifically xxxxxxx to xxxxxx and xxxxxxxxx societal xxxxx because xx the xxxxxxxxx environment xxx example xxxxxxxxxxxx sessions xxxxx as x means xx passing xxxx historical xxxxxxx moral xxxxxxxx and xxxxxxxx narratives xxxxxxxx celebrations xx the xxxxxxxxx setting xxxxxx a xxxxx of xxxxxxxxx identification xx addition xx teaching xxxxxxxx about xxxxxxxx customs xxxxxxxxxxxx social xxxxxxxxx should xx explicitly xxxxxx in xxxxxxxx encounters xx this xxxx the xxxxxxxxxx for xxxxxxxx to xxxxxxxxx societal xxxxxxxxx successfully xxxxx et xx In xxxxx role xx cultural xxxxxxx teachers xxxxxxxxxxxx incorporate xxxxxxxx content xxxx their xxxxxxx to xxxx young xxxxxxxx develop x cognitive xxxxxxxxx of xxxxxxxx norms xxxxxxxx may xxxxxxxxx understand xxx internalise xxxxxxxx values xxxxxx a xxxxxxxxx framework xxxx is xxxxxxxx by xxx overt xxxxxxxxxxx of xxxxxxxx aspects xxxx the xxxxxxxxxx Preschool xxxxx into x purposeful xxxxxxx effort xx mould xxx participants xxxxxxxx perceptions xxxxxx to xxxxx deliberate xxxxxxxx techniques xxxxxxxx et xx Unconscious xxxxxxxxxxx preschool xxxxxxxxxxx functions xx a xxxxxx but xxxxxxxx influencer xx unconscious xxxxxxxx even xxxxxxx of xxx explicitly xxxxxx periods xxxx seemingly xxxxxxxxxxxx daily xxxxxxxxxx serve xx silent xxxxxxxxxxxx of xxxxxxxx legacies xxxxxxxx symbols xxx embedded xx the xxxxxxxx layout xx the xxxxxxxxx the xxxxxxxxx of xxxxxxxx resources xxx even xxx design xx the xxxx spaces xxxxx aspects xxxxxx guide xxxxxxxx to xxxxxxxxxx their xxxxxxxx surroundings xxxxxxx the xxxx for xxxxxxxx instruction xxx In xxx preschool xxxxxxx peer xxxxxxxxxxxx provide xx organic xxxxxxx for xxx assimilation xx cultural xxxxx Children xxxxxxxxxxx in xxxx activities xxxx mimic xxxxxx hierarchies xxx institutions xxxxxxxxxxxxx they xxxx up xxxxxx dynamics xxxxxxxxx communication xxxxxxxx and xxxxxxxxxx nuances xxxx represent xxx larger xxxxxxxx background xxx way xxx room xx physically xxx up xxxxxxx cultural xxxxx and xxxxxx shapes xxx kids xxxx their xxxxxxxxxxx Lipponen xx al xxxxxxxxx settings xxxx a xxxxxxx role xx unconscious xxxxxxxx influencing xxxxxxxx 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 process xx gain x better xxxxxxxxxxxxx of xxx enculturation xxxxxxx we xxxxxxxx our xxxxxxx 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 xxxxxxx s xxxxxxxxx Sometimes xxxxxxx several xxxx initiation xxxxxxxxxx are xxxxxxxx to xx mentally xxx physically xxxxxx pushing xxxxxxxxxxxx outside xx their xxxxxxx zones xxxxxxxxxx rites xxx marked xx immediacy xxx intensity xx contrast xx preschools xxxxxxx introduction xxx intention xx to xxxxxxx integrate xxxxxxxxx into xxx community x 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 xxxxxx s xxxxxxxxxxx of xxxxx cultural xxxxxxxxxx promoting x feeling xx community xxx common xxxxxxxx Juaristi xx al xxxxxxx the xxxxx emphasises xxx different xxxxxxxxxxxxx processes xxx in xxxxxxxxx countries xxx admits xxxx the xxxxxxxxxx used xxxxxx on xxx cultural xxxxxxxxxx social xxxxxxxxxx and xxxxxxxxxx values xxxx each xxxxx adheres xx G xxxxxxxxxxx et xx Tribal xxxxxxxxxx ceremonies xxxxx a xxxxxx and xxxx instantaneous xxxxxxxxx mirroring xxx diverse xxxxx of xxxxx cultural xxxxxxxxx whereas xxxxxxxxx education xxxxxxxxxxxxx offers xxxxxxxx insights xxxxxxxx et xx ConclusionIn xxxxxxxxxx the xxxxx of xxxxxxxxx as xx enculturation xxxxxxx demonstrates xxx critical xxxxxxxx in xxxxxxx young xxxxxx 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 x expectations xxxxxxxxxxxx the xxxxxxx present xx the xxxxxxxx environment xxx peer xxxxxxxxxxxxx aid xx the xxxxxxxxxxx assimilation xx social xxxxxxxxxxx language xxxxxxx and xxxxxxxx symbols xxx hypothesis xxxx preschool xxxxxxxxx acts xx a xxxxxxx of xxxxxxxxxxxxx to xxxxx young xxxxxxxx about xxxxxxxx values xx accepted xxxxxxxxxxx the xxxxxxx and xxxxxxxxxxxxxxxx effects xx preschool xxxxxxxxx on xxxxxx 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 amp xxxxxx M x Family xxxxxxxxxxxxx status xxx ethnicity xxxxxxxxxxxxx and xxxxxxxxxxxxx and xxxxxx beliefs xxxxx child xxxxxxxx learning xxxxxxx and xxxxxxxxx roles xxxxxxx of xxxxxxxxx and xxxxxxx Studies x pdf xxxx ac xx G xxxxxxxxxxx I x Lara x amp xxxxxxxxxxx lez x Classroom xxxxxxxxxxx and xxxxxxxxxxxxx by xxxxxxxxxxxxx of xxxxxxxx in xxxxx education xxxxxxxxxxxxx Journal xx Early xxxxx Education x https xxx org xxxxx C xxxx does xxxxxx learning xxxxxx cultural xxxxxxxx Developmental xxxxxxx e xxxxx doi xxx desc xxxxxxxx O xxxxxx I xxx 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 xxxxxx Enculturation xxxxxxxx for xxxxx Childhood xxx Weekday xxxxxxxxx Education x ProQuest xxxxxxxx L xxxxxx A xxxxx J xxx Paananen x Exploring xxx foundations xx visual xxxxxxx used xx research xxxx children xxxxxxxx Early xxxxxxxxx Education xxxxxxxx Journal x https xxx org x Madej x September xxxxxxxxxxxxx Loss xx story xxxxxxx and xxxxxxxxxx in xxx move xxxx print xx digital xx Fifth xxxxxxxxxxx Conference xxxxx Communication xxx Humanity xxxxxx School xx Economics xxxxxxxxxx of xxxxx and xxxxxxxxxxxxx September xx - xxxxxxxxx Word x MadejLSEPaperFinalNFM xxx researchgate xxxMore Articles From Anthropology
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