Mother-Infant Interaction Unfolds Using Mixed Methods: An Examination of Two Cultural Sites

The article by Zhang, Wang, and Duh (2021, this issue, DOI: 10.1159/000517081) provides a comprehensive review of the existing research concerning cultural ways of learning focusing on Chinese and Taiwanese cultures (e.g., Li, 2012), verbal and nonverbal aspects of socialization (e.g., Goldin-Meadow & Saltzman, 2000; Miller et al., 2012), learning through observation (e.g., Gaskins & Paradise, 2010), and multifaceted frameworks of learning (e.g., Rogoff, 2014). Zhang et al. (2021, this issue) propose a framework of analysis for examining how 9-month-old infants’ experiences with learning are shaped by co-creating “directive guidance” – a practice derived from Chinese cultural ideologies – with their mothers in Taipei, Taiwan. This practice is less frequently observed among their European-American counterparts in Santa Cruz in the USA. The authors propose an assets-based approach in creating a smooth transition from preschool to formal education as well as enhancing diversity in the classroom. This article makes 3 significant contributions. First, the authors exemplify the strengths of adopting mixed methods in examining mother-child interactions across cultures. By so doing, the authors extend our understanding of infant development from an individual level to interpersonal and sociocultural levels. Second, this study demonstrates and expands culture-specific socialization practices in Chinese-heritage communities from 2 years old to as early as 9 months old. Lastly, the authors approach child development from a cultural assets perspective (rather than a deficit model) that opens doors for future research. Below I first stress each of the 3 contributions by providing more contexts in understanding early childhood socialization. I then discuss future directions that each of the contributions can lead us to in furthering our knowledge of early human development.