User:MightBeABanana/sandbox

Nonverbal Communication as a Learning Tool
In terms of the cultural variation between traditional Indigenous American and European-American middle class, the prevalence of nonverbal communication can be viewed as being dependent on each culture’s definition of achievement. Often in mainstream middle-class culture, success in school and work settings is gained through practicing assertiveness, direct eye contact, and public speaking ability, specifically “talking for the sake of talking”. Ironically enough, these practices are generally viewed as disrespectful from a traditional Indigenous American point of view, where harmony and cooperation are overall prioritized over work for personal gain. For example, verbalizing oneself in order to correct the mistakes of others may be viewed as imposing oneself on others, depending on the situation. In order to achieve mutual respect in teachings, what is often relied on in Indigenous American culture is nonverbal communication: non-assertiveness, avoidance of direct eye contact, soft handshakes, and an overall soft manner.

Nonverbal communication in Indigenous communities as a form of informal learning can be referenced as "informal parts of culture" because the knowledge is experienced rather than explained. An example where nonverbal behavior can be used to be understood as more than just a prop or support for verbal behavior can be seen in Chillihuani culture. The Chillihuani, an Indigenous-American community, use non-verbal communication to educate the children. Children in this community learn about growing crops in their land by going with the adults and watching nature take its course. They learn that caring for their crops is vital for them to grow and in turn for the community to survive. Similarly when children are made a part of rituals, they learn the importance of being part of the community by watching the rituals and seeing how everyone interacts. This again needs no explicit verbal communication, it relies solely on observing the world around. Chillihuani culture does not explicitly verbalize expectations and instead models behaviors. .

In the indigenous culture of the Matsigenka, infants are kept in close proximity to their mother and members of the community. The infant does not go far from the mother at any time. In this way, the child is free to explore farther away from the mother and other family members who will still keep watch of him. As the child wanders he may come to a place that is unknown and potentially dangerous but the mother will not stop him, they will just watch as he explores. Even if the child falls the mother will not interfere but allow the child to learn on his own the dangers around him. The lack of verbal reprimand or warning from an adult or elder enable the child to assimilate his surroundings more carefully. Ochs, E., & Izquierdo, C. (n.d.). Responsibility in childhood: Three developmental trajectories.