Hillary N. Fouts

Social learning among Congo Basin hunter–gatherers

This paper explores childhood social learning among Aka and Bofi hunter–gatherers in Central Africa. Existing literature suggests that hunter–gatherer social learning is primarily vertical (parent-to-child) and that teaching is rare. We use behavioural observations, open-ended and semi-structured interviews, and informal and anecdotal observations to examine the modes (e.g. vertical versus horizontal/oblique) and processes (e.g. teaching versus observation and imitation) of cultural transmission. Cultural and demographic contexts of social learning associated with the modes and processes of cultural transmission are described. Hunter–gatherer social learning occurred early, was relatively rapid, primarily vertical under age 5 and oblique and horizontal between the ages of 6 and 12. Pedagogy and other forms of teaching existed as early as 12 months of age, but were relatively infrequent by comparison to other processes of social learning such as observation and imitation.

Parent-Offspring Weaning Conflicts Among the Bofi Farmers and Foragers of Central Africa

Parentoffspring conflict theory suggests that the reproductive interests of parents and children may conflict when parents want to have another child and an existing child wants continued parental attention and resources. This conflict leads toddlers to throw temper tantrums and use other psychological weapons to maintain parental investment. Few studies employing this theory have considered both the cultural and the biological contexts of weaning. Using systematic qualitative and quantitative data collected among the Bofi farmers and foragers of Central Africa, we examined the influence of cultural schemas and practices, nursing patterns, childs age, maternal pregnancy, and maternal work patterns on childrens responses to the cessation of nursing. As predicted by the theory, Bofi farmer children exhibited high levels of fussing and crying when abruptly weaned while Bofi forager children showed no marked signs of distress. Differences in child care practices associated with the cessation of nursing contributed to this variation, and these practices are linked to broader differences in cultural schemas and social relations. These findings are used to discuss intersections between culture and biology and to show that parentoffspring conflict theory can accommodate a diversity of contexts.

Rough‐and‐tumble play as a window on animal communication

Rough‐and‐tumble play (RT) is a widespread phenomenon in mammals. Since it involves competition, whereby one animal attempts to gain advantage over another, RT runs the risk of escalation to serious fighting. Competition is typically curtailed by some degree of cooperation and different signals help negotiate potential mishaps during RT. This review provides a framework for such signals, showing that they range along two dimensions: one from signals borrowed from other functional contexts to those that are unique to play, and the other from purely emotional expressions to highly cognitive (intentional) constructions. Some animal taxa have exaggerated the emotional and cognitive interplay aspects of play signals, yielding admixtures of communication that have led to complex forms of RT. This complexity has been further exaggerated in some lineages by the development of specific novel gestures that can be used to negotiate playful mood and entice reluctant partners. Play‐derived gestures may provide new mechanisms by which more sophisticated communication forms can evolve. Therefore, RT and playful communication provide a window into the study of social cognition, emotional regulation and the evolution of communication systems.

Who feeds children? A child's-eye-view of caregiver feeding patterns among the Aka foragers in Congo

This study describes the contributions of various types of caregivers to the direct provisioning and feeding of Aka children in households reliant on foraging in Congo. Ecological and family factors that predict allomaternal caregiving (i.e., caregiving by individuals other than mothers) are identified and discussed in light of current anthropological and public health perspectives on child feeding and cooperative caregiving. The study is based on 8 months of ethnographic fieldwork in the Republic of Congo in 2004 and 2005, and utilizes naturalistic observations of 22 focal children between two and four years of age. Observations spanned 12 daylight hours spread out over three different days. The results of this study demonstrate that even though mothers were the single highest contributor to child feeding, combined allomaternal contributions (i.e., contributions by fathers, grandmothers, aunts, siblings, and cousins) to child feeding was higher than that of mothers. Furthermore, birth order and the transition in families to having a new infant predicted allomaternal contributions. These results reinforce the need to extend public health and nutrition education programs to target more than just parents, as other individuals may have substantial influence over child feeding patterns. Furthermore, these results exemplify a cooperative child rearing pattern that is consistent with behavioral ecology perspectives that have suggested that humans evolved as cooperative childrearers rather than as maternal-centric or parent-only childrearers. Lastly, individual child and family characteristics predicted allomaternal contributions to child feeding and therefore research and public health initiatives need to consider variation in child and family characteristics in order to accurately describe and serve populations throughout the world.

Social experiences and daily routines of African American infants in different socioeconomic contexts.

Sixty-two 3- to 4-month-old African American infants from lower, middle, and upper socioeconomic status (SES) backgrounds were each observed in naturalistic contexts for 12 hr. The social experiences of infants in the 3 groups were similar in many ways: Infants from all backgrounds slept and were vocalized to for similar amounts of time. However, infants in the upper SES families engaged in more self-play, vocalized less, fussed less, had fewer but longer naps, and fewer but longer bouts of social interaction than did infants in the middle- and lower SES families. Infants in the upper SES families also received more verbal affection and soothing responses to their fussing and crying than did the other infants, whereas infants in the lower SES families interacted more with extended kin than did infants in the upper SES families. These results underscore the need to study African American families in a variety of socioeconomic contexts because families in more advantaged circumstances may greatly differ from those who are more disadvantaged, especially in terms of reliance on extended kin as caregivers.

Infant Social Interactions With Multiple Caregivers: The Importance of Ethnicity and Socioeconomic Status

Most studies of diverse populations of families within the United States have either focused predominantly on ethnicity or socioeconomic status (SES), and those that have examined both ethnicity and SES have noted difficulties in disentangling the effects of SES and ethnicity. In order to achieve a greater understanding of variation in infant experiences with parental and nonparental caregivers in differing socioeconomic and ethnic contexts, 41 infants from African American and 40 infants from European American families of lower and middle SES were observed for 12 hours each in and around their home environments. Ethnic differences were evident in the infants’ overall experiences with caregivers, maternal availability, affection, caregiving, and stimulation by nonnuclear relatives; SES differences were identified for maternal and paternal holding, maternal carrying, and paternal caregiving. When caregiver availability was taken into account, variations in interactional and care experiences were predominantly predicted by ethnicity. These results underscore the need to study both ethnicity and socioeconomic variation rather than either one alone. Furthermore, the caregiving behaviors of African American mothers and fathers may be misrepresented when multiple SES contexts are not considered.

Multiple caregivers’ touch interactions with young children among the Bofi foragers in Central Africa

The current study examined the use of three types of touch (caregiving, active social-affectionate, and passive social-affectionate) by caregivers with young children among the Bofi foragers, a seminomadic group of hunter-gatherers in Central Africa. With the purpose of providing a more holistic view of touch interactions in early childhood, compared to extant Western mother-centric views, this study documents stylistic touch patterns used by multiple caregivers (mother, father, adult relatives, and juvenile relatives) with Bofi forager children. Thirty-five Bofi forager children, between 18 and 59 months of age, and their various caregivers were naturalistically observed over 12 daylight hours using a focal child observational technique. Frequencies of each type of touch and the rank order of types of touch that children received were compared between caregivers and examined by child age and gender. Even though nonmaternal caregivers showed high physical involvement with children, mothers exemplified the highest level of involvement. Overall, passive social-affectionate touch was utilized the most by all types of caregivers. Mothers used more caregiving touch, and fathers and adult relatives had similar frequencies of caregiving touch and active social-affectionate touch. In contrast, juvenile relatives showed more active social-affectionate touch with focal children. This study highlights the importance of examining multiple caregivers and physical interactions when studying early childhood experiences. Furthermore, by focusing on multiple caregivers and multiple types of touch, this study provides a more thorough characterization of the touch experiences of young children than previous studies of touch. Finally, the current study exemplifies the value of considering non-Western populations when investigating touch interactions.

Cultural and Developmental Variation in Toddlers' Interactions With Other Children in Two Small-Scale Societies in Central Africa

In this paper we present a cross-cultural study of toddler interactions with other juveniles (1-15 years of age) in two small-scale societies, the Bofi farmers and foragers of Central Africa. This paper provides a unique perspective because child development studies have predominantly been conducted in Western industrialized settings. Most studies of juvenile interactions among non-Western small-scale cultures have focused either on sibling caretaking or the functional value of juvenile play-groups, while little attention has been given to various types of juvenile interactions. In this study we utilized naturalistic observations of 21 Bofi farmer and 22 Bofi forager toddlers to examine the role of cultural group and age in how toddlers interact with other juveniles, specifically with respect to caretaking, social, and conflict interactions. Toddlerjuvenile caretaking interactions were quite similar among the Bofi foragers and farmers despite differing parental ethno-theories about juvenile caretaking, and age effects were apparent only among the farmers. Toddler-juvenile social interactions were predicted by both age and cultural group: Toddlers engaged socially with juveniles more as they grew older in both groups, but farmer toddlers interacted with juveniles more than did forager toddlers overall. Bofi farmer and forager toddler conflicts appeared quite infrequent by Western standards, although cultural group differences were apparent: Farmer toddlers engaged in more conflict with juveniles than forager toddlers did. Lastly, the topics of conflicts varied according to cultural group, but not age: Farmer toddler conflicts were more often related to disagreements over objects and responses to physical aggression than were forager toddler conflicts.

Sociocultural factors influencing breastfeeding practices in two slums in Nairobi, Kenya

BackgroundDespite numerous interventions promoting optimal breastfeeding practices in Kenya, pockets of suboptimal breastfeeding practices are documented in Kenya’s urban slums. This paper describes cultural and social beliefs and practices that influence breastfeeding in two urban slums in Nairobi, Kenya.MethodsQualitative data were collected in Korogocho and Viwandani slums through 10 focus group discussions and 19 in-depth interviews with pregnant, breastfeeding women and community health volunteers and 11 key-informant interviews with community leaders. Interviews were audiotaped, transcribed verbatim, coded in NVIVO and analyzed thematically.ResultsSocial and cultural beliefs and practices that result to suboptimal breastfeeding practices were highlighted including; considering colostrum as ‘dirty’ or ‘curdled milk’, a curse ‘bad omen’ associated with breastfeeding while engaging in extra marital affairs, a fear of the ‘evil eye’ (malevolent glare which is believed to be a curse associated with witchcraft) when breastfeeding in public and breastfeeding being associated with sagging breasts. Positive social and cultural beliefs were also identified including the association of breast milk with intellectual development and good child health. The beliefs and practices were learnt mainly from spouses, close relatives and peers.ConclusionInterventions promoting behavior change with regards to breastfeeding should focus on dispelling the beliefs and practices that result to suboptimal breastfeeding practices and to build on the positive ones, while involving spouses and other family members as they are important sources of information on breastfeeding.Trial registrationISRCTN83692672: December 2013 (retrospectively registered)

Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies across Classroom Contexts.

Observations of preservice teachers often lack information about specific strategies they use when guiding childrens behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20-second observe and 10-second record method, eleven preservice teachers were observed in classrooms for two morning hours. A repeated measures MANOVA revealed two significant two-way interactions, which included types of modification techniques and types of contexts (Wilkss λ = .38, F(2, 9) = 7.37, p .05, Cohens f = .88) and types of communication skills and types of contexts (Wilkss λ = .64, F(1, 10) = 5.53, p .05, Cohens f = .74). Implications for future research and practice include more focused observations of preservice teachers and childrens responses to various verbal and non-verbal strategies along with more education about how to use positive guidance strategies in real-life classroom situations.