Children's school performance is often associated with parenting practices, implying a direct link between parents' behavior, child development, and academic success. Through the case of an Indian forest-dwelling community, I offer an alternative view of child development, learning, and teaching, which prioritizes social skills above—and as a precondition of—academic/practical ones. I discuss the implications of such view to the evaluation of parenting, and more broadly, of formal education for marginalized indigenous communities.

中文翻译：

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“我们只教他们如何相处”：印度南部纳亚卡人的育儿、儿童发展和正规教育参与

儿童的学校表现通常与育儿实践相关，这意味着父母的行为、儿童发展和学业成功之间存在直接联系。通过一个印度森林居住社区的案例，我提供了一种关于儿童发展、学习和教学的另一种观点，它优先考虑社交技能高于学术/实践技能的先决条件。我讨论了这种观点对评估育儿的影响，更广泛地说，对边缘化土著社区的正规教育的影响。