Poster #154 - Teachers, facilitators, observers and playmates: Mother profiles in play across different cultures

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - International Section

Integrative Statement

Theoretical background. Parents’ socialization goals for their children describe parents’ beliefs, attitudes, and expectations for their children (Darling & Steinberg, 1993). These socialization goals and socialization strategies, i.e., practices parents use to facilitate their goals, may vary across different socio-cultural contexts (e.g., Chao, 2000; Suizzo, 2007). Play is an important, everyday context for children’s development. Research suggested that play is socio-culturally specific and parents’ involvement in play activities with their children is influenced by parents’ beliefs about play and their own role in play (Lin & Li, 2018; Rogoff, 2003). Yet, much of the research has focused on Western cultural practices contrasting mother roles either as a playmate or teacher (Lin & Li, 2018). This study explored how mothers perceive their role and socialization goals for their children in everyday play activities in three cultures: United States, Germany, and India.

Methodology. Mothers of 2-year-old children from Germany (n=34), India (n=36) and USA (n=36) participated in the study. Semi-structured interviews related to mothers’ socialization goals, their role in play situation and thoughts about the importance of play were conducted. Mothers’ responses were audio recorded, transcribed and analyzed content driven by utilizing qualitative content analysis in order to identify mother profiles (Patton, 2002). Mothers also reported family and child demographic background information.

Results. Mothers’ beliefs about play and involvement in their children’s play could be categorized into four profiles: 1) facilitator 2) teacher, 3) playmate, and 4) observer. Facilitator mothers’ predominant socialization goal was to support child’s autonomy, teacher mothers often described educational learning goals and playmate and observer mothers highlighted the play itself. German and American mothers were predominantly identified to favor the facilitator profile whereas Indian mothers predominantly represented the teacher profile.

Conclusions. The present study suggests that mothers’ views about their role and goals in play situation with their children vary within and across socio-cultural contexts. The findings of the present study indicate that all mothers valued play as an important activity for their child’s development. They seemed to be aware of the diverse developmental opportunities of play but they also valued the joy of play itself. However, the results also highlighted differences across cultures: Mothers from Western cultural contexts (Germany and United States) described themselves predominately as having a facilitating role in play, whereas Indian mothers, representing Non-Western cultures, described themselves to teach in play situations. The results highlight the importance of parents’ beliefs systems in determining their role and engagement in children’s play that may vary across socio-cultural contexts.

Keyword: mother profile; mother role; socialization goal; play; cross-cultural.

Authors

• Heli Muhonen, New York University Abu Dhabi
  Presenting Author

• Elena Doering, New York University Abu Dhabi
  Non-Presenting Author

• Antje von Suchodoletz, New York University Abu Dhabi
  Non-Presenting Author