Sibling sociality
Participation and apprenticeship across contexts
DOI:
https://doi.org/10.1558/rcsi.28317Keywords:
sibling interaction, family interaction, embodied talk in interaction, monitoring, directivesAbstract
This paper examines the embodied language practices through which siblings in two middle-class Los Angeles families structure their participation while apprenticing younger siblings into routine household chores, self-care and during care-taking activities. Siblings make use of a range of directive forms (including requests as well as imperatives) and participant frameworks drawn from their family, peer group and school cultures. Families build accountable actors and family cultures through the ways they choose to choreograph and monitor routine activity in the household, using both hierarchical or more inclusive frameworks. Data are drawn from the video archive of UCLA’s Center on Everyday Lives of Families.
References
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Darrah, C. N., Freeman, J. M. & English-Lueck, J. A. (2007). Busier than ever: Why American families can’t slow down. Stanford, CA: Stanford University Press.
De León, L. (2007). Mi chave? Chive. chive, chive (‘Do you want to eat?’ ‘I will eat, I will eat, I will eat’): Parallelism, metalinguistic play, and the interactive emergence of Zinacantec Mayan siblings’ culture. Research on Language and Social Interaction, 40(4), 405–436. https://doi.org/10.1080/08351810701471401
DeHart, G. B. (1996). Gender and mitigation in 4-year-olds’ pretend play talk with siblings. Research on Language and Social Interaction, 29(1), 81–96. https://doi.org/10.1207/s15327973rlsi2901_5
Dunn, J. (1983). Sibling relationships in early childhood. Child Development, 54, 787–811. https://doi.org/10.2307/1129886
Dunn, J. (1988). The beginnings of social understanding. Cambridge: Cambridge University Press. https://doi.org/10.4159/harvard.9780674330610
Friedman, H. L. (2013). Playing to win: Raising children in a competitive culture. Berkeley, CA: University of California Press.
Garcia-Sanchez, I. (2010). Serious games: Code-switching and gendered identities in Moroccan immigrant girls’ pretend play. Pragmatics, 20(4), 523–555. https://doi.org/10.1075/prag.20.4.03gar
Gaskins, S. (2006). The cultural organization of Yucatec Mayan children’s social interactions. In X. Chen, D. C. French & B. H. Schneider (eds), Peer relationships in cultural context (pp. 283–309). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511499739.013
Goodwin, C. (1981). Conversational organization: Interaction between speakers and hearers. New York: Academic Press.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522. https://doi.org/10.1016/S0378-2166(99)00096-X
Goodwin, M. H. (1980a). Processes of mutual monitoring implicated in the production of description sequences. Sociological Inquiry, 50, 303–317. https://doi.org/10.1111/j.1475-682X.1980.tb00024.x
Goodwin, M. H. (1980b). Directive/response speech sequences in girls’ and boys’ task activities. In S. McConnell Ginet, R. Borker & N. Furman (eds), Women and language in literature and society (pp. 157–173). New York: Praeger.
Goodwin, M. H. (1982). Processes of dispute management among urban black children. American Ethnologist, 9, 76–96. https://doi.org/10.1525/ae.1982.9.1.02a00050
Goodwin, M. H. (1983). Aggravated correction and disagreement in children’s conversations. Journal of Pragmatics 7, 657–677. https://doi.org/10.1016/0378-2166(83)90089-9
Goodwin, M. H. (1990a). He-said-she-said: Talk as social organization among black children. Bloomington, IN: Indiana University Press.
Goodwin, M. H. (1990b). Stories as participation structures. In M. H. Goodwin (ed.), He-said-she-said: Talk as social organization among black children (pp. 239–257). Bloomington, IN: Indiana University Press.
Goodwin, M. H. (2006a). Participation, affect, and trajectory in family directive/response sequences. Text and Talk, 26, 513–542. https://doi.org/10.1515/TEXT.2006.021
Goodwin, M. H. (2006b). The hidden life of girls: Games of stance, status, and exclusion. Oxford: Blackwell. https://doi.org/10.1002/9780470773567
Goodwin, M. H. (in press). Haptic sociality: The embodied interactive constitution of intimacy through touch. In C. Meyer, J. Streeck & J. S. Jordan (eds), Intercorporeality: Emerging socialities in interaction. Oxford: Oxford University Press.
Goodwin, M. H. & Cekaite, A. (2014). Orchestrating directive trajectories in communicative projects in family interaction. In P. Drew & E. Couper-Kuhlen (eds), Requesting in social interaction (pp. 181–210). Amsterdam: John Benjamins. https://doi.org/10.1075/slsi.26.08goo
Goodwin, C. & Goodwin, M. H. (1990). Interstitial argument. In A. Grimshaw (ed.), Conflict talk (pp. 85–117). Cambridge: Cambridge University Press.
Goodwin, C. & Goodwin, M. (2004). Participation. In A. Duranti (ed.), A companion to linguistic anthropology (pp. 222–243). Oxford: Basil Blackwell.
Goodwin, M. H. & Kyratzis, A. (2011). Peer language socialization. In D. Alessandro, E. Ochs & B. B. Schieffelin (eds), The handbook of language socialization (pp. 365–390). New York: Wiley Blackwell. https://doi.org/10.1002/9781444342901.ch16
Grolnick, W. & Seal, K. (2008). Pressured parents, stressed-out kids: Dealing with competition while raising a successful child. Amherst, NY: Prometheus Books.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Hartup, W. W. (1999). Peer experience and its developmental significance. In Developmental psychology: Achievements and prospects (pp. 106–125). Philadelphia, PA: Psychology Press.
Hoey, E. (2014). Sighing in interaction: Somatic, semiotic, and social. Research on Language and Social Interaction, 47(2), 175–200. https://doi.org/10.1080/08351813.2014.900229
Howard, K. M. (2009). Breaking in and spinning out: Repetition and decalibration in Thai children’s play genres. Language in Society, 38, 339–363. https://doi.org/10.1017/S0047404509090526
Jefferson, G. (1987). Exposed and embedded corrections. In G. Button & J. R. E. Lee (eds), Talk and social organisation (pp. 86–100). Clevedon: Multilingual Matters.
Kendon, A. (1985). Behavioural foundations for the process of frame attunement in face-to-face interaction. In G. P. Ginsburg, M. Brenner & M. von Cranach (eds), Discovery strategies in the psychology of action (pp. 229–253). London: Academic Press.
Klein, W. & Goodwin, M. H. (2013). Chores. In E. Ochs & T. Kremer-Sadlik (eds), Fast forward families (pp. 111–129). Los Angeles, CA: University of California Press.
Konner, M. J. (1981). Evolution of human behavior development. In R. J. Munroe, R. L. Munroe & B. B. Whiting (eds), Handbook of cross-cultural human development (pp. 3–51). New York: Gasrland STPM Press.
Kusserow, A. S. (2004). American individualisms: Child rearing and social class in three neighborhoods. New York: Palgrave Macmillan. https://doi.org/10.1057/9781403973986
Labov, W. (1970). The study of nonstandard English. Champaign, IL: National Council of Teachers.
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.
Maynard, A. E. (2002). Cultural teaching: The development of teaching skills in Maya sibling interactions. Child Development, 73(3), 969–982. https://doi.org/10.1111/1467-8624.00450
Mehan, H. (1985). The structure of classroom discourse. In T. A. Dijk (ed.), Handbook of discourse analysis, vol. 3 (pp. 120–131). New York: Academic Press.
Minks, A. (2013). Voices of play: Miskitu children’s speech and song on the Atlantic coast of Nicaragua. Tucson, AZ: University of Arizona Press.
Nelson, K. (2014). What, when, and how do children learn from talking with peers? In A. Cekaite, S. Blum-Kulka, V. Grover & E. Teubal (eds), Children’s peer talk: Learning from each other (pp. 237–250). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139084536.017
Ochs, E. (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge: Cambridge University Press.
Ochs, E. & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391–413. https://doi.org/10.1111/j.1548-1352.2009.01066.x
Ochs, E. & Kremer-Sadlik, T. (eds). (2013). Fast forward families: Home, work, and relationships in middle-class America. Berkeley, CA: University of California Press.
Ochs, E., Graesch, A. P., Mittmann, A. & Bradbury, T. (2006). Video ethnography and ethnoarchaeological tracking. In M. Pitt-Catsouphes, E. E. Kossek & S. Sweet (eds), Work and family handbook: Multi-disciplinary perspectives and approaches (pp. 387–410). Mahwah, NJ: Lawrence Erlbaum.
Paugh, A. L. (2012). Playing with languages: Children and change in a Caribbean village. New York: Berghahn.
Pomerantz, A. & Mandelbaum, J. (2005). Conversation analytic approaches to the relevance and uses of relationship categories in interaction. In K. L. Fitch & R. F. Sanders (eds), Handbook of language and social interaction (pp. 149–171). Mahwah, NJ: Lawrence Erlbaum Associates.
Rabain-Jamin, J., Maynard, A. E. & Greenfield, P. (2003). Implications of sibling caregiving for sibling relations and teaching interactions in two cultures. Ethos, 3(2), 204–231. https://doi.org/10.1525/eth.2003.31.2.204
Reynolds, J. F. (2008). Socializing puros pericos (little parrots): The negotiation of respect and responsibility in Antonero Mayan sibling and peer networks. Journal of Linguistic Anthropology, 18(1), 82–107. https://doi.org/10.1111/j.1548-1395.2008.00005.x
Reynolds, J. F., Dorner, L. M. & Orellana, M. F. (2011). Siblings as cultural educators and socializing agents. In J. Caspi (ed.), Sibling development: Implications for mental health practitioners (pp. 107–121). New York: Springer Publishing Company.
Rindstedt, C. (2001). Quichua children and language shift in an Andean community: School, play and sibling caretaking. Linkoping Studies in Arts and Science 241. Linkoping: Linkoping University.
Rogoff, B. (1981). Adults and peers as agents of socialization: A Highland Guatemala profile. Ethos, 9, 18–36. https://doi.org/10.1525/eth.1981.9.1.02a00030
Sameroff, A. & Haith, M. (eds). (1996). The five to seven year shift: The age of reason and responsibility. Chicago, IL: Chicago University Press.
Schieffelin, B. B. (1983). Talking like birds: Sound play in a cultural perspective. In E. Ochs & B. B. Schieffelin (eds), Acquiring conversational competence (pp. 177–184). Boston, MA: Routledge & Kegan Paul.
Schieffelin, B. B. (1990). The give and take of everyday life: Language socialization of Kaluli children. Cambridge: Cambridge University Press.
Streeck, J. (2009). Gesturecraft: The manufacture of meaning. Amsterdam: John Benjamins. https://doi.org/10.1075/gs.2
Takada, A. (2015). Socialization of toddlers through participating in singing and dancing activity of multi-aged child group of the !Xun (Namibia). Paper presented at Conference on Revisiting Participation, 28 June, Basel, Switzerland.
Teti, D. M., Gibbs, E. D. & Bond, L. A. (1989). Sibling interaction, birth spacing, and intellectual/linguistic development. In P. G. Zukow (ed.), Sibling interaction across cultures: Theoretical and methodological issues (pp. 117–139). New York: Springer. https://doi.org/10.1007/978-1-4612-3536-1_7
Thorne, B. (1993). Gender play: Boys and girls in school. New Brunswick, NJ: Rutgers University Press.
Tulbert, E. & Goodwin, M. H. (2011). Choreographies of attention: Multimodality in a routine family activity. In J. Streeck, C. Goodwin & C. D. LeBaron (eds), Embodied interaction: Language and body in the material world (pp. 79–92). Cambridge: Cambridge University Press.
Watson-Gegeo, K. A. & Gegeo, D. W. (1989). The role of sibling interaction in child socialization. In P. G. Zukow (ed.), Sibling interaction across cultures: Theoretical and methodological issues (pp. 54–76). New York: Springer. https://doi.org/10.1007/978-1-4612-3536-1_4
Weisner, T. S. & Gallimore, R. (1977). My brother’s keeper: Child and sibling caretaking. Current Anthropology, 18(2), 169–190. https://doi.org/10.1086/201883
Whiting, B. B., Whiting, J. W. M. & Longabaugh, R. (1975). Children of six cultures: A psycho-cultural analysis. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674593770
Wyschogrod, E. (1981). Empathy and sympathy as tactile encounter. Journal of Medicine and Philosophy, 6, 25–43. https://doi.org/10.1093/jmp/6.1.25
Zelizer, V. A. (1985). Pricing the priceless child: The changing social value of children. Princeton, NJ: Princeton University Press.
Zelizer, V. A. (2005). The priceless child revisited. In J. Zvortrup (ed.), Studies in modern childhood: Society, agency and culture (pp. 184–200). New York: Palgrave Macmillan. https://doi.org/10.1057/9780230504929_11
Zukow, P. G. (1989a). Sibling interaction across cultures: Theoretical and methodological issues. New York: Springer.
Zukow, P. G. (1989b). Siblings as effective socializing agents: Evidence from Central Mexico. In P. G. Zukow (ed.), Sibling interaction across cultures: Theoretical and methodological issues (pp. 79–105). New York: Springer.
Zukow-Goldring, P. (2002). Sibling caretaking. In M. H. Bornstein (ed.), Handbook of parenting, vol. 3: Being and becoming a parent, 2nd edn (pp. 253–286). Mahwah, NJ: Lawrence Erlbaum.
Cekaite, A., Blum-Kulka, S., Grover, V. & Teubal, E. (eds). (2014). Children’s peer talk: Learning from each other. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139084536
Darrah, C. N., Freeman, J. M. & English-Lueck, J. A. (2007). Busier than ever: Why American families can’t slow down. Stanford, CA: Stanford University Press.
De León, L. (2007). Mi chave? Chive. chive, chive (‘Do you want to eat?’ ‘I will eat, I will eat, I will eat’): Parallelism, metalinguistic play, and the interactive emergence of Zinacantec Mayan siblings’ culture. Research on Language and Social Interaction, 40(4), 405–436. https://doi.org/10.1080/08351810701471401
DeHart, G. B. (1996). Gender and mitigation in 4-year-olds’ pretend play talk with siblings. Research on Language and Social Interaction, 29(1), 81–96. https://doi.org/10.1207/s15327973rlsi2901_5
Dunn, J. (1983). Sibling relationships in early childhood. Child Development, 54, 787–811. https://doi.org/10.2307/1129886
Dunn, J. (1988). The beginnings of social understanding. Cambridge: Cambridge University Press. https://doi.org/10.4159/harvard.9780674330610
Friedman, H. L. (2013). Playing to win: Raising children in a competitive culture. Berkeley, CA: University of California Press.
Garcia-Sanchez, I. (2010). Serious games: Code-switching and gendered identities in Moroccan immigrant girls’ pretend play. Pragmatics, 20(4), 523–555. https://doi.org/10.1075/prag.20.4.03gar
Gaskins, S. (2006). The cultural organization of Yucatec Mayan children’s social interactions. In X. Chen, D. C. French & B. H. Schneider (eds), Peer relationships in cultural context (pp. 283–309). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511499739.013
Goodwin, C. (1981). Conversational organization: Interaction between speakers and hearers. New York: Academic Press.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522. https://doi.org/10.1016/S0378-2166(99)00096-X
Goodwin, M. H. (1980a). Processes of mutual monitoring implicated in the production of description sequences. Sociological Inquiry, 50, 303–317. https://doi.org/10.1111/j.1475-682X.1980.tb00024.x
Goodwin, M. H. (1980b). Directive/response speech sequences in girls’ and boys’ task activities. In S. McConnell Ginet, R. Borker & N. Furman (eds), Women and language in literature and society (pp. 157–173). New York: Praeger.
Goodwin, M. H. (1982). Processes of dispute management among urban black children. American Ethnologist, 9, 76–96. https://doi.org/10.1525/ae.1982.9.1.02a00050
Goodwin, M. H. (1983). Aggravated correction and disagreement in children’s conversations. Journal of Pragmatics 7, 657–677. https://doi.org/10.1016/0378-2166(83)90089-9
Goodwin, M. H. (1990a). He-said-she-said: Talk as social organization among black children. Bloomington, IN: Indiana University Press.
Goodwin, M. H. (1990b). Stories as participation structures. In M. H. Goodwin (ed.), He-said-she-said: Talk as social organization among black children (pp. 239–257). Bloomington, IN: Indiana University Press.
Goodwin, M. H. (2006a). Participation, affect, and trajectory in family directive/response sequences. Text and Talk, 26, 513–542. https://doi.org/10.1515/TEXT.2006.021
Goodwin, M. H. (2006b). The hidden life of girls: Games of stance, status, and exclusion. Oxford: Blackwell. https://doi.org/10.1002/9780470773567
Goodwin, M. H. (in press). Haptic sociality: The embodied interactive constitution of intimacy through touch. In C. Meyer, J. Streeck & J. S. Jordan (eds), Intercorporeality: Emerging socialities in interaction. Oxford: Oxford University Press.
Goodwin, M. H. & Cekaite, A. (2014). Orchestrating directive trajectories in communicative projects in family interaction. In P. Drew & E. Couper-Kuhlen (eds), Requesting in social interaction (pp. 181–210). Amsterdam: John Benjamins. https://doi.org/10.1075/slsi.26.08goo
Goodwin, C. & Goodwin, M. H. (1990). Interstitial argument. In A. Grimshaw (ed.), Conflict talk (pp. 85–117). Cambridge: Cambridge University Press.
Goodwin, C. & Goodwin, M. (2004). Participation. In A. Duranti (ed.), A companion to linguistic anthropology (pp. 222–243). Oxford: Basil Blackwell.
Goodwin, M. H. & Kyratzis, A. (2011). Peer language socialization. In D. Alessandro, E. Ochs & B. B. Schieffelin (eds), The handbook of language socialization (pp. 365–390). New York: Wiley Blackwell. https://doi.org/10.1002/9781444342901.ch16
Grolnick, W. & Seal, K. (2008). Pressured parents, stressed-out kids: Dealing with competition while raising a successful child. Amherst, NY: Prometheus Books.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Hartup, W. W. (1999). Peer experience and its developmental significance. In Developmental psychology: Achievements and prospects (pp. 106–125). Philadelphia, PA: Psychology Press.
Hoey, E. (2014). Sighing in interaction: Somatic, semiotic, and social. Research on Language and Social Interaction, 47(2), 175–200. https://doi.org/10.1080/08351813.2014.900229
Howard, K. M. (2009). Breaking in and spinning out: Repetition and decalibration in Thai children’s play genres. Language in Society, 38, 339–363. https://doi.org/10.1017/S0047404509090526
Jefferson, G. (1987). Exposed and embedded corrections. In G. Button & J. R. E. Lee (eds), Talk and social organisation (pp. 86–100). Clevedon: Multilingual Matters.
Kendon, A. (1985). Behavioural foundations for the process of frame attunement in face-to-face interaction. In G. P. Ginsburg, M. Brenner & M. von Cranach (eds), Discovery strategies in the psychology of action (pp. 229–253). London: Academic Press.
Klein, W. & Goodwin, M. H. (2013). Chores. In E. Ochs & T. Kremer-Sadlik (eds), Fast forward families (pp. 111–129). Los Angeles, CA: University of California Press.
Konner, M. J. (1981). Evolution of human behavior development. In R. J. Munroe, R. L. Munroe & B. B. Whiting (eds), Handbook of cross-cultural human development (pp. 3–51). New York: Gasrland STPM Press.
Kusserow, A. S. (2004). American individualisms: Child rearing and social class in three neighborhoods. New York: Palgrave Macmillan. https://doi.org/10.1057/9781403973986
Labov, W. (1970). The study of nonstandard English. Champaign, IL: National Council of Teachers.
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.
Maynard, A. E. (2002). Cultural teaching: The development of teaching skills in Maya sibling interactions. Child Development, 73(3), 969–982. https://doi.org/10.1111/1467-8624.00450
Mehan, H. (1985). The structure of classroom discourse. In T. A. Dijk (ed.), Handbook of discourse analysis, vol. 3 (pp. 120–131). New York: Academic Press.
Minks, A. (2013). Voices of play: Miskitu children’s speech and song on the Atlantic coast of Nicaragua. Tucson, AZ: University of Arizona Press.
Nelson, K. (2014). What, when, and how do children learn from talking with peers? In A. Cekaite, S. Blum-Kulka, V. Grover & E. Teubal (eds), Children’s peer talk: Learning from each other (pp. 237–250). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139084536.017
Ochs, E. (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge: Cambridge University Press.
Ochs, E. & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391–413. https://doi.org/10.1111/j.1548-1352.2009.01066.x
Ochs, E. & Kremer-Sadlik, T. (eds). (2013). Fast forward families: Home, work, and relationships in middle-class America. Berkeley, CA: University of California Press.
Ochs, E., Graesch, A. P., Mittmann, A. & Bradbury, T. (2006). Video ethnography and ethnoarchaeological tracking. In M. Pitt-Catsouphes, E. E. Kossek & S. Sweet (eds), Work and family handbook: Multi-disciplinary perspectives and approaches (pp. 387–410). Mahwah, NJ: Lawrence Erlbaum.
Paugh, A. L. (2012). Playing with languages: Children and change in a Caribbean village. New York: Berghahn.
Pomerantz, A. & Mandelbaum, J. (2005). Conversation analytic approaches to the relevance and uses of relationship categories in interaction. In K. L. Fitch & R. F. Sanders (eds), Handbook of language and social interaction (pp. 149–171). Mahwah, NJ: Lawrence Erlbaum Associates.
Rabain-Jamin, J., Maynard, A. E. & Greenfield, P. (2003). Implications of sibling caregiving for sibling relations and teaching interactions in two cultures. Ethos, 3(2), 204–231. https://doi.org/10.1525/eth.2003.31.2.204
Reynolds, J. F. (2008). Socializing puros pericos (little parrots): The negotiation of respect and responsibility in Antonero Mayan sibling and peer networks. Journal of Linguistic Anthropology, 18(1), 82–107. https://doi.org/10.1111/j.1548-1395.2008.00005.x
Reynolds, J. F., Dorner, L. M. & Orellana, M. F. (2011). Siblings as cultural educators and socializing agents. In J. Caspi (ed.), Sibling development: Implications for mental health practitioners (pp. 107–121). New York: Springer Publishing Company.
Rindstedt, C. (2001). Quichua children and language shift in an Andean community: School, play and sibling caretaking. Linkoping Studies in Arts and Science 241. Linkoping: Linkoping University.
Rogoff, B. (1981). Adults and peers as agents of socialization: A Highland Guatemala profile. Ethos, 9, 18–36. https://doi.org/10.1525/eth.1981.9.1.02a00030
Sameroff, A. & Haith, M. (eds). (1996). The five to seven year shift: The age of reason and responsibility. Chicago, IL: Chicago University Press.
Schieffelin, B. B. (1983). Talking like birds: Sound play in a cultural perspective. In E. Ochs & B. B. Schieffelin (eds), Acquiring conversational competence (pp. 177–184). Boston, MA: Routledge & Kegan Paul.
Schieffelin, B. B. (1990). The give and take of everyday life: Language socialization of Kaluli children. Cambridge: Cambridge University Press.
Streeck, J. (2009). Gesturecraft: The manufacture of meaning. Amsterdam: John Benjamins. https://doi.org/10.1075/gs.2
Takada, A. (2015). Socialization of toddlers through participating in singing and dancing activity of multi-aged child group of the !Xun (Namibia). Paper presented at Conference on Revisiting Participation, 28 June, Basel, Switzerland.
Teti, D. M., Gibbs, E. D. & Bond, L. A. (1989). Sibling interaction, birth spacing, and intellectual/linguistic development. In P. G. Zukow (ed.), Sibling interaction across cultures: Theoretical and methodological issues (pp. 117–139). New York: Springer. https://doi.org/10.1007/978-1-4612-3536-1_7
Thorne, B. (1993). Gender play: Boys and girls in school. New Brunswick, NJ: Rutgers University Press.
Tulbert, E. & Goodwin, M. H. (2011). Choreographies of attention: Multimodality in a routine family activity. In J. Streeck, C. Goodwin & C. D. LeBaron (eds), Embodied interaction: Language and body in the material world (pp. 79–92). Cambridge: Cambridge University Press.
Watson-Gegeo, K. A. & Gegeo, D. W. (1989). The role of sibling interaction in child socialization. In P. G. Zukow (ed.), Sibling interaction across cultures: Theoretical and methodological issues (pp. 54–76). New York: Springer. https://doi.org/10.1007/978-1-4612-3536-1_4
Weisner, T. S. & Gallimore, R. (1977). My brother’s keeper: Child and sibling caretaking. Current Anthropology, 18(2), 169–190. https://doi.org/10.1086/201883
Whiting, B. B., Whiting, J. W. M. & Longabaugh, R. (1975). Children of six cultures: A psycho-cultural analysis. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674593770
Wyschogrod, E. (1981). Empathy and sympathy as tactile encounter. Journal of Medicine and Philosophy, 6, 25–43. https://doi.org/10.1093/jmp/6.1.25
Zelizer, V. A. (1985). Pricing the priceless child: The changing social value of children. Princeton, NJ: Princeton University Press.
Zelizer, V. A. (2005). The priceless child revisited. In J. Zvortrup (ed.), Studies in modern childhood: Society, agency and culture (pp. 184–200). New York: Palgrave Macmillan. https://doi.org/10.1057/9780230504929_11
Zukow, P. G. (1989a). Sibling interaction across cultures: Theoretical and methodological issues. New York: Springer.
Zukow, P. G. (1989b). Siblings as effective socializing agents: Evidence from Central Mexico. In P. G. Zukow (ed.), Sibling interaction across cultures: Theoretical and methodological issues (pp. 79–105). New York: Springer.
Zukow-Goldring, P. (2002). Sibling caretaking. In M. H. Bornstein (ed.), Handbook of parenting, vol. 3: Being and becoming a parent, 2nd edn (pp. 253–286). Mahwah, NJ: Lawrence Erlbaum.
Published
2017-06-15
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Articles
How to Cite
Goodwin, M. H. (2017). Sibling sociality: Participation and apprenticeship across contexts. Research on Children and Social Interaction, 1(1), 4-29. https://doi.org/10.1558/rcsi.28317
