Cultural Location and Learning by Observing and Pitching In: Cultural and Familial Approaches to Learning in a South Texas Bilingual Head Start Classroom

• In Event: Language, Head Start, and Culturally Sustaining Approaches in the Borderlands

Abstract

We argue in this paper that the cultural location of a South Texas Head Start program fostered culturally responsive practices from bilingual teachers and Latinx immigrant parents that supported children’s embodied learning. Drawing on data from a larger video-cued ethnographic (VCE; Tobin, Hsueh, & Karasawa, 2009; Authors, 2013) study, Civic Action and Young Children (CAYC; Authors, In Press), we use Rogoff’s conceptual model of Learning by Observing and Pitching In (LOPI; 2014) to examine how children’s practices in their classroom aligned with their cultural and communal heritage. LOPI is a conceptual framework based on indigenous communal practices in Mexico and Guatemala, where learning and participating within the community create a sense of belonging. Data included ethnographic observations of children’s daily practices in a bilingual Head Start classroom as well as interviews with children, Latinx immigrant parents, and two bilingual teachers.

Findings showed that three- and four-years-old preschoolers routinely participated in cultural processes that reflected their experiences at home and their understanding of their world. Children interacted in very familial ways. For example, older children guided, helped, and modeled for younger children and supported them in negotiating and solving conflicts. Older students also tended to protect and care for young children when they were scared, hurt, or upset. Children’s actions generally served the well-being of the classroom community. On occasion, older children manipulated situations to their advantage, but those instances were rare.

We found many of the familiar ways that children interacted align with facets of the LOPI framework. For example, older children incorporated younger children into community endeavors such as setting up for meals. Younger children were eager to contribute and follow the guidance of older children. All children were able to collaborate and take the initiative on different chores or activities. Most children were considerate and responsible as they took part in the learning. They were able to pay attention and follow the expectations that older children set as well as support and acknowledge the learning of others within the community.

The two bilingual teachers, Ms. Lopez, and Ms. Rodriguez made space for these types of interactions without directly mandating or enforcing them. Most of the interactions were initiated by children themselves, though teachers sometimes asked older students to help and negotiate for and with their younger classmates. In their interviews, Latinx immigrant parents identified these types of interactions as essential and recognized them as similar to how their children interact with their family at home.

These daily practices, interactions, and relationships that mirrored the LOPI framework developed a cohesive classroom community. Relevant political and contextual affordances included space for children to use their home language and leadership from bilingual teachers who allowed children to engage in learning that reflected the traditions and preferences of their families. This work can inform Head Start at the policy level to center the communities they serve across cultural locations and make space for children to engage in cultural ways of learning to build strong classroom and school communities.

Authors

• Molly Ellen McManus, San Francisco State University

• María José Ruiz-González, Universidad de Costa Rica

• Kiyomi Sánchez-Suzuki Colegrove, Texas State University