Children’s development of cultural repertoires through participation in everyday routines and practices

Abstract

Although culturally rooted community routines and practices are often overlooked, they are crucial contributors to human development. They provide standing patterns of engagement to cultural participants to build on in daily activities. Engagement with the traditions of previous generations permeates everyday life, often without people reflecting on their use, but yet with active participation. This chapter discusses variation in the organization of children’s involvement in cultural activities. In particular, we examine three widespread cultural traditions that organize children’s learning and participation in cultural activities: intent community participation, assembly-line instruction, and guided repetition. We argue that investigating the organization of children’s participation in routine activities offers a way to address the dynamic nature of repertoires of cultural practices — the formats of (inter)action with which individuals have experience and may take up, resist, and transform. A focus on the cultural contributions that are central to daily routines and practices is distinct from approaches that equate culture with race or ethnicity. Clearly, cultural practices may be associated more with some such groups than with others, based on previous generations ’ histories as

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