Inter- and intra-cultural variation in learning-through-participation among Hadza and BaYaka forager children and adolescents from Tanzania and the Republic of Congo

Abstract

We examined cross-cultural variation in children’s learning-through-participation in economic work in two forager societies; the Hadza of Tanzania and the BaYaka of the Republic of Congo. We used observational data from 46 Hadza (41% female) and 65 BaYaka (48% female) children and adolescents between the ages of 3 and 18; interview data from 73 Hadza (49% female) and 52 BaYaka (56% female) adults; and ethnographic observations from both populations. Results showed that by providing tools, assigning chores, and foraging with children, Hadza and BaYaka adults provided opportunities for autonomous learning through facilitating participation. Furthermore, although both Hadza and BaYaka children foraged alongside adults when they could be of help, Hadza children were more likely than BaYaka children to forage independently, and BaYaka children were more likely than Hadza children to participate in domestic tasks. We argue that these strategies provided children with opportunities to learn while contributing economically.