{"id":13038,"date":"2020-01-26T09:39:30","date_gmt":"2020-01-26T09:39:30","guid":{"rendered":"https:\/\/childandfamilyblog.com\/?p=13038"},"modified":"2024-05-11T22:33:26","modified_gmt":"2024-05-11T21:33:26","slug":"childrens-learning-globalisation","status":"publish","type":"post","link":"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/","title":{"rendered":"Globalisation may transform children\u2019s learning in traditional societies"},"content":{"rendered":"<h3><strong>Economic and technological changes mean that children\u2019s learning styles, specific to industrialised societies, may spread worldwide.<\/strong><\/h3>\n<p><span class=\"s3\">Intelligent, curious toddlers are easy to spot in Western societies. Typically, they announce themselves with an endless string of \u201cwhy\u201d questions: \u201cWhy are we eating <\/span><span class=\"s3\">these?\u201d; \u201c<\/span><span class=\"s3\">W<\/span><span class=\"s3\">hy\u00a0<\/span><span class=\"s3\">are we getting in the car?\u201d; \u201c<\/span><span class=\"s3\">W<\/span><span class=\"s3\">hy\u00a0<\/span><span class=\"s3\">are you going to work?\u201d But this isn\u2019t how\u00a0<\/span><span class=\"s3\">children\u2019s<\/span><span class=\"s3\">\u00a0learning operates in much of the world. We have found that \u201cwhy\u201d questions, seeking explanations, are actually rare in many places.<\/span><\/p>\n<p><span class=\"s3\">Our<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">research\u00a0<\/span><span class=\"s3\">shows that children\u2019s learning<\/span><span class=\"s3\">\u00a0styles\u00a0<\/span><span class=\"s3\">vary significantly<\/span><span class=\"s3\">\u00a0around the world.<\/span><span class=\"s3\">\u00a0Y<\/span><span class=\"s3\">oung children who constantly demand explanations may be particular to industrialised\u00a0<\/span><span class=\"s3\">societies<\/span><span class=\"s3\">.<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">Their approach does not, therefore, represent a universal model of child<\/span><span class=\"s3\">ren\u2019s learning<\/span><span class=\"s3\">.<\/span><\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_79_2 counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title ez-toc-toggle\" style=\"cursor:pointer\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #121c4e;color:#121c4e\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #121c4e;color:#121c4e\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/#Shifts_in_childrens_learning\" >Shifts in children\u2019s learning<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/#Childrens_learning_questions_in_traditional_communities\" >Children\u2019s\u00a0learning: questions\u00a0in traditional communities<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/#Childrens_learning_fewer_%E2%80%9Cwhy%E2%80%9D_questions_in_traditional_communities\" >Children\u2019s learning: fewer \u201cwhy\u201d questions in traditional communities<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/#Childrens_learning_styles_driven_by_surroundings\" >Children\u2019s learning styles driven by surroundings<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/#Globalisations_hidden_impacts_on_childrens_learning\" >Globalisation\u2019s hidden impacts on children\u2019s learning<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/childandfamilyblog.com\/childrens-learning-globalisation\/#Child_development_research_may_miss_impact\" >Child development research may miss impact<\/a><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"Shifts_in_childrens_learning\"><\/span><span class=\"s9\">Shifts in child<\/span><span class=\"s9\">ren\u2019s learning<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span class=\"s3\">This finding has implications that go beyond rethinking how we should expect intelligent children to behave. It forces us, for example, to consider the likely impacts that globalisation is having \u2013 or may soon have &#8211; on young children\u2019s learning\u00a0<\/span><span class=\"s3\">styles\u00a0<\/span><span class=\"s3\">worldwide. That\u2019s because globalisation replicates and spreads conditions which seem to drive how young children in industrialised societies gather knowledge<\/span><span class=\"s3\">\u2014<\/span><span class=\"s3\">for instance, as our research shows, through asking \u201cwhy\u201d questions.<\/span><\/p>\n<blockquote><p><strong>\u201cVery young children adapt their learning strategies to the social and economic systems in which they find themselves.\u201d<\/strong><\/p><\/blockquote>\n<p><span class=\"s3\">Our research involved a unique study of\u00a0<\/span><span class=\"s3\">3- to 5-year-old\u00a0<\/span><span class=\"s3\">children<\/span><span class=\"s3\">\u2019s learning,\u00a0<\/span><span class=\"s3\">from four small-scale, traditional communities \u2013 Garifuna in Belize,\u00a0<\/span><span class=\"s3\">Logoli<\/span><span class=\"s3\">\u00a0in Kenya,\u00a0<\/span><span class=\"s3\">Newars<\/span><span class=\"s3\">\u00a0in Nepal and\u00a0<\/span><span class=\"s3\">among\u00a0<\/span><span class=\"s3\">Samoans in American Samoa. The data were collected by the psychologist-anthropologist team Ruth and Robert L. (Lee) Munroe. In research I conducted with Lee Munroe<\/span><span class=\"s3\">\u00a0and\u00a0<\/span><span class=\"s3\">graduate student\u00a0<\/span><span class=\"s3\">Heidi Beebe<\/span><span class=\"s3\">, children\u2019s styles of questioning were compared with\u00a0<\/span><span class=\"s3\">those of\u00a0<\/span><span class=\"s3\">a group of children from the United States.<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Childrens_learning_questions_in_traditional_communities\"><\/span><span class=\"s9\">Children\u2019s\u00a0<\/span><span class=\"s9\">learning: questions<\/span><span class=\"s9\">\u00a0in traditional communities<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span class=\"s3\">The data\u00a0<\/span><span class=\"s3\">came<\/span><span class=\"s3\">\u00a0from research projects in each of the five settings, undertaken contemporaneously in 1978-79. The research in the four traditional communities had originally focussed on observing a range of social behaviours but, in the process, the observers collected a sizeable number of questions asked by the children, which we extracted and analysed.<\/span><\/p>\n<p><span class=\"s3\">In each setting, we examined two types of questions. The first involved enquiries for information or facts such as \u201cWhat\u2019s her name?\u201d The second type of questions requested explanations,\u00a0<\/span><span class=\"s3\">that is,\u00a0<\/span><span class=\"s3\">so-called \u201cwhy\u201d questions, such as<\/span><span class=\"s3\">,<\/span><span class=\"s3\">\u00a0\u201c<\/span><span class=\"s3\">W<\/span><span class=\"s3\">hy\u00a0<\/span><span class=\"s3\">did you keep the tail on the kite?\u201d<\/span><\/p>\n<p><span class=\"s3\">We found no difference in the number of information-seeking questions asked in the four traditional communities, compared with the US sample.\u00a0<\/span><span class=\"s3\">I<\/span><span class=\"s3\">n\u00a0<\/span><span class=\"s3\">this category, the numbers were similar even when information-seeking questions were broken down in several subgroups \u2013 planning questions, those about memory<\/span><span class=\"s3\">,<\/span><span class=\"s3\">\u00a0and those exploring what other people think (\u201ctheory of mind\u201d questions).<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Childrens_learning_fewer_%E2%80%9Cwhy%E2%80%9D_questions_in_traditional_communities\"><\/span><span class=\"s9\">Children\u2019s learning: f<\/span><span class=\"s9\">ewer \u201cwhy\u201d questions in traditional communities<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span class=\"s3\">In contrast, the second category &#8211; explanation-seeking questions &#8211; made up fewer than 5\u00a0<\/span><span class=\"s3\">per cent of questions in the traditional sample, compared with 25 per cent in the US sample. That\u2019s a five-fold difference.<\/span><\/p>\n<div id=\"attachment_13047\" style=\"width: 1034px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" aria-describedby=\"caption-attachment-13047\" class=\"wp-image-13047 size-full\" src=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2020\/01\/22007934628_b07b3657b8_k-e1579993797550.jpg\" alt=\"\" width=\"1024\" height=\"771\" srcset=\"https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2020\/01\/22007934628_b07b3657b8_k-e1579993797550.jpg 1024w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2020\/01\/22007934628_b07b3657b8_k-e1579993797550-300x226.jpg 300w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2020\/01\/22007934628_b07b3657b8_k-e1579993797550-768x578.jpg 768w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2020\/01\/22007934628_b07b3657b8_k-e1579993797550-356x268.jpg 356w, https:\/\/childandfamilyblog.com\/wp-content\/uploads\/2020\/01\/22007934628_b07b3657b8_k-e1579993797550-50x38.jpg 50w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><p id=\"caption-attachment-13047\" class=\"wp-caption-text\"><em>Photo: <a href=\"https:\/\/www.flickr.com\/photos\/wra_gs\/22007934628\/\" target=\"_blank\" rel=\"noopener noreferrer\">The White Ribbon Alliance<\/a>. Creative Commons. <\/em><\/p><\/div>\n<p><span class=\"s3\">Drawing on anthropological literature, we suggest possible reasons for this difference <\/span><span class=\"s3\">in children\u2019s learning<\/span><span class=\"s3\">. First, many small-scale<\/span><span class=\"s3\">,<\/span><span class=\"s3\">\u00a0traditional societies have strict hierarchical relationships across generations that give adults greater authority over children. So a child asking lots of \u201cwhy\u201d questions might be thought of as challenging authority.<\/span><\/p>\n<p><span class=\"s3\">Second, these societies tend to have a relatively stable, predictable socioeconomic fabric, often built around agriculture and other subsistence activities. So children<\/span><span class=\"s3\">\u2019s learning\u00a0<\/span><span class=\"s3\">may seldom need explanations as they repeatedly observe connections between adult actions and what is happening in their lives. Impressive techniques of observational learning among children around the world \u2013 requiring no questions \u2013 have been documented in research by anthropologists and psychologists, including Suzanne Gaskins, Barbara Rogoff, and David\u00a0<\/span><span class=\"s3\">Lancy<\/span><span class=\"s3\">.<\/span><\/p>\n<p><span class=\"s3\">Anthropologist Karen Watson-<\/span><span class=\"s3\">Gegeo<\/span><span class=\"s10\">\u00a0<\/span><span class=\"s3\">has shown how indigenous children in South America observe adults undertaking the complicated task of paddling canoes and are then able to paddle themselves<\/span><span class=\"s3\">\u00a0the<\/span><span class=\"s3\">\u00a0first time, without formal instruction. In contrast, children in industrial societies have fewer opportunities to observe adults\u00a0<\/span><span class=\"s3\">at work<\/span><span class=\"s3\">.<\/span><\/p>\n<p><span class=\"s3\">A<\/span><span class=\"s3\">nother important difference in industrialised societies<\/span><span class=\"s3\">\u00a0is<\/span><span class=\"s3\">\u00a0the proliferation of objects, devices and technologies, whose purpose may be obscure to the childhood eye. This also tends to prompt explanatory questions<\/span><span class=\"s3\">\u00a0as an important part of children\u2019s learning.<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Childrens_learning_styles_driven_by_surroundings\"><\/span><span class=\"s9\">Children\u2019s learning styles driven by surroundings<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span class=\"s3\">The big picture, highlighted by our findings and other research, is that even\u00a0<\/span><span class=\"s3\">when\u00a0<\/span><span class=\"s3\">children are\u00a0<\/span><span class=\"s3\">very young<\/span><span class=\"s3\">,\u00a0<\/span><span class=\"s3\">their\u00a0<\/span><span class=\"s3\">learning strategies adapt\u00a0<\/span><span class=\"s3\">to the social and economic systems in which they find themselves and to the resulting technologies that surround them. \u00a0Intelligence \u2013 and its expression \u2013 is to some extent a social product. We may race to individualistic interpretations of behaviours such as question asking \u2013 seeing it as a mark of superior intelligence or curiosity \u2013 when such behaviours may simply indicate how child<\/span><span class=\"s3\">ren<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">are<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">trying to fit their knowledge-seeking in with their society and families.<\/span><\/p>\n<p><span class=\"s3\">So, for example, even young children recognise how much it is permissible to ask adults about. This is true not only in traditional societies but even in liberal Western societies where \u201cwhy\u201d questioning by children is prevalent, promoted and praised \u2013 but only up to a point. A toddler may\u00a0<\/span><span class=\"s3\">quickly learn<\/span><span class=\"s3\">\u00a0that asking \u201c<\/span><span class=\"s3\">W<\/span><span class=\"s3\">hy\u2019s\u00a0<\/span><span class=\"s3\">grandpa so fat?\u201d or \u201c<\/span><span class=\"s3\">W<\/span><span class=\"s3\">hy\u00a0<\/span><span class=\"s3\">doesn\u2019t daddy love mummy anymore?\u201d is offensive and off limits.<\/span><\/p>\n<p><span class=\"s3\">This cultural variation and adaptability in children\u2019s learning styles highlights that child development is not ahistorical. Children live, develop and learn in their own time<\/span><span class=\"s3\">,<\/span><span class=\"s3\">\u00a0and that is different from their parents\u2019 early learning. So the curious child\u00a0<\/span><span class=\"s3\">has<\/span><span class=\"s3\">employ<\/span><span class=\"s3\">ed<\/span><span class=\"s3\">\u00a0different learning skills at\u00a0<\/span><span class=\"s3\">different<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">points in history. Rapidly changing cultures are likely to feature fast<\/span><span class=\"s3\">&#8211;<\/span><span class=\"s3\">changing approaches to\u00a0<\/span><span class=\"s3\">children\u2019s\u00a0<\/span><span class=\"s3\">learning.<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Globalisations_hidden_impacts_on_childrens_learning\"><\/span><span class=\"s9\">Globalisation\u2019s hidden impacts on child<\/span><span class=\"s9\">ren\u2019s learning<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span class=\"s3\">Our findings suggest that we should expect globalisation \u2013 given its considerable economic, technological and social impacts \u2013 to reach deep into patterns of behavio<\/span><span class=\"s3\">u<\/span><span class=\"s3\">r in the early years. We can anticipate that it will shift processes of child<\/span><span class=\"s3\">ren\u2019s learning and development<\/span><span class=\"s3\">, particularly in the non-Western world.<\/span><\/p>\n<blockquote><p><strong><span class=\"s3\">\u201cGlobalisation replicates conditions which seem to drive how young children in\u00a0<\/span><span class=\"s3\">industrialised societies gather knowledge.\u201d<\/span><\/strong><\/p><\/blockquote>\n<p><span class=\"s3\">My expectation is that children\u2019s ways of gathering information that are rooted in authority relationships may be more resistant to change than\u00a0<\/span><span class=\"s3\">are<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">approaches that respond to new technologies, such as computers. Children\u2019s questions that remain off limits even in Western societies show how authority can still hold sway in families, even as features of the modern, technological world swirl around them.<\/span><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Child_development_research_may_miss_impact\"><\/span><span class=\"s9\">Child development research may miss impact<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><span class=\"s3\">We may need to open our eyes to these likely changes in children\u2019s behavio<\/span><span class=\"s3\">u<\/span><span class=\"s3\">rs worldwide, which research could easily miss. That\u2019s because childhood research is largely focussed on industrialised countries and their relatively small populations of children whose learning styles have, in general, already been greatly transformed by post-industrial economies, technologies and liberal family cultures. It\u2019s tempting to assume that our\u00a0<\/span><span class=\"s3\">children\u2019s learning strategies<\/span><span class=\"s3\">, shaped by these forces, are those of the rest of world. Our research suggests that they aren\u2019t. So we might fail to spot what\u2019s changing \u2013 or soon likely to change \u2013 in the early lives of many of the world\u2019s children and their families.<\/span><\/p>\n<p><span class=\"s3\">Amid all this flux, what should parents try to hold onto and to achieve? It\u2019s important to think about activities that used to take place and that could still occur in conjunction with, for example, new technological learning tools<\/span><span class=\"s3\">\u00a0to provide for children\u2019s learning<\/span><span class=\"s3\">. Books did not make parents<\/span><span class=\"s3\">\u2019<\/span><span class=\"s3\">\u00a0<\/span><span class=\"s3\">storytelling\u00a0<\/span><span class=\"s3\">redundant. Likewise, Mom and Dad can still claim a place in children\u2019s learning even amid digital technologies, by sharing and talking about what can be discovered on screen. That way, children\u2019s learning will continue to be driven by familial, social interactions and relationships and not just by the new global technology.<\/span><\/p>\n<div class=\"retrofit-references\">\n<h4>References<\/h4>\n<p style=\"padding-left: 1.8em;\"><em>\u00a0<span class=\"s3\">Gauvain M &amp; Munroe RL (2019),\u00a0<\/span><a href=\"https:\/\/srcd.onlinelibrary.wiley.com\/doi\/full\/10.1111\/cdep.12318\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s11\">Children\u2019s experience during cultural change<\/span><\/a><span class=\"s3\">, Child Development Perspectives, 13.1<\/span><\/em><\/p>\n<p style=\"padding-left: 1.8em;\"><em>\u00a0<span class=\"s3\">Gauvain M<\/span><span class=\"s3\">,<\/span><span class=\"s3\"> Munroe RL <\/span><span class=\"s3\">&amp; Beebe H (2013), <\/span><a href=\"https:\/\/escholarship.org\/content\/qt0fs708kx\/qt0fs708kx.pdf?t=o17dzo&amp;nosplash=0055a30b57a9f8af4d179671bb3e1bb5\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s11\">Children\u2019s questions in\u00a0<\/span><span class=\"s11\">cross-<\/span><span class=\"s11\">cultural perspective<\/span><span class=\"s11\">: A four-culture study<\/span><\/a><span class=\"s3\">, Journal of Cross-Cultural Psychology, 44.7<\/span><\/em><\/p>\n<p style=\"padding-left: 1.8em;\"><em>\u00a0<span class=\"s3\">Gauvain M &amp; McLaughlin H (2016),\u00a0<\/span><a href=\"https:\/\/psycnet.apa.org\/record\/2016-32199-001\" target=\"_blank\" rel=\"noopener noreferrer\"><span class=\"s11\">Contamination sensitivity among children and adults in rural Uganda<\/span><\/a><span class=\"s3\">, International Perspectives in Psychology, 5.3<\/span><\/em><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Economic and technological changes mean that children\u2019s learning styles, specific to industrialised societies, may spread worldwide.<\/p>\n","protected":false},"author":151,"featured_media":13045,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[435],"tags":[449,267,400],"acf":[],"_links":{"self":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/13038"}],"collection":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/users\/151"}],"replies":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/comments?post=13038"}],"version-history":[{"count":5,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/13038\/revisions"}],"predecessor-version":[{"id":21079,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/posts\/13038\/revisions\/21079"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media\/13045"}],"wp:attachment":[{"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/media?parent=13038"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/categories?post=13038"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/childandfamilyblog.com\/wp-json\/wp\/v2\/tags?post=13038"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}