“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

Social-constructivist models of learning highlight that cognitive development is embedded within the context of social relationships characterized by closeness and intimacy (Vygotsky, 1978 Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. [Google Scholar]). Therefore, in contrast to prior research employing semistructured paradigms, naturalistic sibling-directed teaching was examined during ongoing interactions at home. Thirty-nine middle-class, two-parent families (older sibling, M_age = 6;3; younger sibling, M_age = 4;4) were studied. Intentional sequences of sibling-directed teaching were coded for: a) frequency; b) type of knowledge taught (i.e., conceptual or procedural); c) initiation of teaching by the teacher or following a request by the learner; d) teaching strategies (e.g., direct instruction, demonstration); and e) learner responses (e.g., active involvement, rejection). Findings indicated that teachers were most likely to initiate teaching spontaneously rather than respond to direct requests by learners. Teachers were most likely to initiate teaching of procedural knowledge, while learners were most likely to request the teaching of conceptual knowledge. The type of teaching strategy employed depended on who initiated the teaching and the type of knowledge taught. The response of the learner was associated with who initiated the teaching and the teaching strategies employed. These findings reveal the nuances and sophistication of young children's attempts to teach one another naturally in their homes. Findings are discussed in light of recent empirical and theoretical work.     

To watch or not to watch: Infants and toddlers in a brave new electronic world

For some time now, questions have been asked about the impact of television and video materials on the cognitive and social development of preschoolers and older children. More recently, these same questions have been asked in relation to the extensive exposure to these media that infants and toddlers are currently experiencing. To answer these questions, we review current research that explicitly targets these concerns and provide new insights into the role these media play in early development.     

Mary Magdalene: Lover of the Dying and Resurrecting God-Man

Like Isis, Ishtar, and Inanna, Mary Magdalene mourns the death of the god she loves, and when he resurrects, she celebrates his renewal. Through her intense feeling experience of personal and spiritual love, she represents the feminine side of the death and resurrection phenomenon that plays a realizing role in the humanization of the god-image and likewise of individuation.

Although the Judeo-Christian fathers excluded any sign in their orthodoxy that Yahweh and Christ may have had love partners, archeological evidence and Gnostic texts point to the possibility that they did. In our era, with the psychological perspective that C. G. Jung heralded, we can reconsider and integrate the role of the Eros principle that was split off from our god-image, concretized, and banned along with the “evil” of the flesh.

The emergence of Mary Magdalene in popular culture as the “Holy Grail” or vessel of Christ's child reflects the intense yearning in the psyche for the feminine principle to participate in the continuing incarnation of the god-image, and for the divine feminine–masculine partnership to realize itself in personal, human experience.     

Children's understanding and production of verbal irony in family conversations

This study examined how children use and understand various forms of irony (sarcasm, hyperbole, understatement, and rhetorical questions) in the context of naturalistic positive and negative family conversations in the home. Instances of ironic language in conversations between mothers, fathers, and their two children (M_ages=6.33 and 4.39 years) were recorded during six 90‐min observations for each of 39 families. Children's responses to others' ironic utterances were coded for their understanding of meaning and conversational function. Mothers were especially likely to ask rhetorical questions and to use ironic language in conflictual contexts. In contrast, fathers used hyperbole and understatement as frequently as rhetorical questions, and employed ironic language in both positive and conflictual contexts. Children also showed evidence of a nascent ability to use ironic language, especially hyperbole and rhetorical questions. Family members used rhetorical questions and understatement proportionately more often in a negative interaction context. Finally, older siblings understood irony better than younger siblings, and both children's responses revealed some understanding of ironic language, particularly sarcasm and rhetorical questions. Overall, the results suggest that family conversations in the home may be one important context for the development of children's use and understanding of ironic language.