Developmental niche

Esta cartilla resume lo esencial de la investigación:
ORGANIZACIÓN DE LOS CUIDADOS EN COMUNIDADES AYMARAS, QUECHUAS Y AMAZÓNICAS realizada por la REMTE Bolivia durante finales de 2022 y comienzos de 2023, en tres contextos étnico culturales diferentes en el país.
La investigación buscaba conocer:
• Qué se entiende por cuidado en esas tres áreas rurales e indígenas.
• Qué instituciones y/o quiénes realizan, y cómo se realizan los cuidados: ¿Por qué es así, y cómo afecta a las mujeres?
• Qué propuestas tienen las mujeres para mejorar la forma en que se organizan los cuidados.
A partir de los resultados que muestra la investigación, esta cartilla tiene el objetivo de que podamos continuar dialogando y reflexionando entre mujeres de distintos contextos y territorios sobre esas interrogantes, y que podamos desde las principales involucradas contribuir a generar ideas y propuestas para lograr una corresponsabilidad en las tareas de cuidado.
Nuestra intención es que la cartilla pueda ayudar a sembrar semillas y propuestas para redistribuir la responsabilidad de los cuidados entre diferentes instituciones y entre todas y todos, para la sostenibilidad y mejora en la calidad de la vida de las mujeres y de los territorios.

Purpose: To understand parental ethnotheories (i.e., belief systems) and practices about preschoolers' healthy eating guided by the developmental niche framework. Design: Qualitative hermeneutic phenomenology. Setting: Home. Participants: Participants were 20 parents of preschool-age children ages 3 to 5 years, recruited from a quantitative investigation. A majority of the participants were white, female, married, well educated, and working full time. Methods: Participants who completed the quantitative survey were asked to provide their contact information if they were willing to be interviewed. From the pool of participants who expressed their willingness to participate in the interviews, 20 participants were selected using a random number generator. In-person semistructured interviews were conducted until data saturation (n = 20). Thematic analysis was performed. digitalcommons.unl.edu Results: Three themes and 6 subthemes emerged: theme 1-parental ethnotheories about healthy eating included subthemes of knowledge about healthy eating, motivations to promote healthy child development through healthy eating, and sources of knowledge about healthy eating (e.g., doctors, social media, government guidelines, positive family-of-origin experiences); theme 2-parental ethnotheories that supported organization of children's physical and social settings included structured mealtime routines and food socialization influences (e.g., grandparents, siblings, and childcare programs); and theme 3-parental ethnotheories that supported children's learning about healthy eating included parent-child engagement, communication, and encouragement in food-related activities (e.g., meal preparation, visiting farmer's market, grocery shopping, gardening, cooking, baking). Conclusion: Findings advance the literature on parental practices about healthy eating. Parental ethnotheories (e.g., beliefs, motivations, knowledge, and skills) matter. Developmental niche of preschoolers (i.e., physical and social settings, childrearing practices, and parental ethnotheories) constitutes an interactive system in which ethnotheories serve as guides to parental practices. Fostering nutrition education and parent-child engagement, communication, and encouragement in food-related activities are recommended to promote children's healthy eating in daily routines.

Me enfoco en la manera en que los niños mayas de Yucatán crean sus ecologías de aprendizaje en una labor especializada, ligada al paisaje cultural de los pueblos de la Península. Su creación se ancla a la organización del nicho de desarrollo, guiada por etnoteorías parentales que privilegian la integración de los niños en labores adultas y reconocen su agencia para involucrase por iniciativa propia. Inicio con un resumen de las etnoteorías de madres y niños mayas. Analizo ejemplos de ecologías de aprendizaje y etnoteorías que muestran que la observación es su base; pero sólo si al niño le gusta, aprenderá, porque está en su voluntad. Presento ejemplos de dibujos de dos elementos del paisaje cultural. Concluyo que ecologías de aprendizaje como las que presento se dan en contextos de paisajes culturales colectivamente construidos y reflejados en la organización del nicho de desarrollo.
Palabras clave : niños mayas, observación, ecologías de aprendizaje, etnoteorías, paisaje cultural

I focus on how Maya children from Yucatán create their learning ecologies in a specialized labor related to the cultural landscape of the peoples of the Peninsula. Their creation is rooted in the organization of the developmental niche, guided by parental ethnotheories that privilege children’s integration to adult labors and acknowledge their agency to get involved on their own initiative. I start with a summary of mothers’ and children’s ethnotheories. I analyze instances of learning ecologies and ethnotheories that show that observation is the basis, but only the child who likes it will learn because it is his will. I present instances of drawings of two components of the cultural landscape. I conclude that learning ecologies like the ones I present here are characteristic of cultural landscapes collectively constructed and are reflected in the organization of the developmental niche.
Keywords : maya children, observation, learning ecologies, ethnotheories, cultural landscape

* Esta investigación ha sido financiada por el Conicet. Deseamos agradecer, en primer lugar, a los habitante de los valles por compartir sus conocimientos y experiencias, y brindarnos su calidez y hospitalidad. En segundo lugar, agradecemos a la familia Zuleta, a María Balderrama y Jorge Fabián, al P. Santiago Alcalde, a Mike Follet, a las autoridades municipales y al personal del Hospital Abraham Fernández de Molinos, por facilitar la estadía y trabajo de campo.

The present study investigated how school climate, school connectedness and academic efficacy beliefs inform emergent civic engagement behaviors among middle school youth of color. These associations were examined both concurrently and longitudinally using a developmentally appropriate measure of civic engagement. Data were drawn from two subsamples of a larger study of social/emotional development in middle school (cross-sectional sample n = 324; longitudinal sample n = 232), M = 12 years old, 46 % female, 53 % male. Forty-two percent (42.2 %) of the sample self-identified as African American, 19.8 % as Multiracial or Mixed, 19.4 % as Latino, 11.6 % as Asian American or Pacific Islander, 11.6 % identified as Other, and 5.2 % as Native American. The study tested and found support for a latent mediation model in which more positive perceptions of school climate were positively related to school connectedness, and this in turn, was positively associated with civic engagement; school climate was also positively associated with academic-self-efficacy beliefs, but such beliefs did not mediate the climate-civic engagement association. Implications for future research and practice are discussed.

Purpose: To understand parental ethnotheories (ie, belief systems) and practices about preschoolers’ healthy eating guided by the developmental niche framework. Design: Qualitative hermeneutic phenomenology. Setting: Home. Participants: Participants were 20 parents of preschool-age children ages 3 to 5 years, recruited from a quantitative investigation. A majority of the participants were white, female, married, well educated, and working full time. Methods: Participants who completed the quantitative survey were asked to provide their contact information if they were willing to be interviewed. From the pool of participants who expressed their willingness to participate in the interviews, 20 participants were selected using a random number generator. In-person semistructured interviews were conducted until data saturation (n = 20). Thematic analysis was performed. Results: Three themes and 6 subthemes emerged: theme 1—parental ethnotheories about healthy eating included subthemes of...

The sustainability transitions research field continues to broaden rapidly, engaging scholars from a wide variety of disciplinary backgrounds. As highlighted in the STRN research agenda, transitions research relies on a broad range of methodological approaches; yet the methodological diversity of transitions studies has remained somewhat limited. In this article, we investigate if this verdict still applies to transition studies published since 2016. While our findings suggest that the recent literature became methodologically more diverse especially with regard to theoretical frameworks and research questions, other methodological dimensions continue to suggest a lack of diversity. Based on our literature review we propose three particularly promising areas for further diversifying future research on socio-technical transitions towards sustainability: theoretical bridging, novel methods, and multi-scalarity across multiple sectors.

The city of I ̇zmir-Turkey has recently attracted interest for a range of actions regarding agro-food and been perceived as a pioneer in providing alternatives to the practices of the incumbent agro- food regime. This paper builds on the multi-level perspective as a heuristic device to place these actions within discussions of sustainable agro-food transitions. Findings suggest that what could be considered as individual and isolated practices that diverge from agro-food regime may be viewed as sustainable niche alternatives from a transition perspective and hailed for sowing the seeds of an urban sustainability transition in the making. It is also demonstrated that making urban sustainability transitions in stabilized regimes such as agro-food, is as predicated on contestation and struggle as it is on policy devolution to localities, suggesting that sustainable agro-food transitions cannot be studied in isolation from the domain of urban policy and without incorporating adversarial struggle into the analysis.
This paper comprises five sections. The introduction is followed by a conceptual section, outlining some of the key insights provided by the MLP and its application in an analysis of sustainability transitions. Following a description of the methodology employed, the focus turns to I ̇zmir in the fourth section, offering empirical evidence that sustainable agro-food transitions are in the making in the city, which it does by addressing the generic pressures surrounding the agro-food regime and outlining the emerging local government-driven and bottom-up responses to these pressures that diverge from and run parallel to the prevailing agro-food regime. Finally, the paper reflects on the implications of the findings for the role of cities in terms of their contribution to the struggle for a sustainable future for agro-food.

I focus on ethnotheories about child development of Yucatec Maya mothers and analyze their relation to Maya world view. They conceive it as the opening of understanding in the sense of remembering responsibility towards oneself and others. Despite differences in the role attributed to innate forces, home and school were deemed important by mothers. Innate forces relate to the idea of destiny as an open road tied to birth date that needs to be cultivated or changed by individual effort. Parents are responsible for paving children’s road but ultimately it is their duty, thus children are granted autonomy and respect to their decisions. Ethnotheories of understanding are shared by all Maya populations and may be related to an animate essence. Studying the cultural construction of childhood/children and its relation to world view requires crossing disciplinary borders. It may contribute to contest ideas of universal childhood/children that underlie indigenous education.

Key words: Yucatec Maya, mothers, ethnotheories, children, development, Maya world view.

Mots-clés: Mayas yucatèques, mères, ethnothéories, enfants, développement, cosmologie Maya.

Las plazas y el monte se configuran como escenarios de aprendizaje de los saberes constructivos de los mayas en el amarre de los tablados, en la actualidad enfrentan retos que ponen en riesgo estos escenarios y con ello una pérdida inmensurable