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To browse Academia. Marsha B Quinlan. Subsistence horticulturalists learn considerable local ecological knowledge by early adulthood. Findings indicate that children learn botanical domains differentially. They identify trees and staple crop plants early in life. As they develop, they learn other plant domains, and trees and staples decrease in proportion to total ethnobotanical knowledge. Boys retain a larger proportion of tree knowledge, as tree care is part of the masculine labor division.
As predicted, children with homes in extended family compounds demonstrate more ethnobotanical knowledge than children whose neighbors are not close kin. Having younger siblings predicts learning more plants. Trees form a smaller proportion of total plant knowledge for family-compound-living children and those with lower birth order, who tend to have greater overall ethnobotanical knowledge.
Ethnobotanical learning relates to gender, birth order, and extended kin access. Felice Wyndham. Overall, children showed less ethnobotanical expertise than expected and a great deal of variability by age, though most shared knowledge of a core set of culturally and ecologically salient plants. This supports the conclusion that use-context is more culturally relevant, salient or easier for children to remember than names.
Though overall plant knowledge may be lower among children today compared to previous generations, a community knowledge structure seems to be reproduced in which a few individuals in each age cohort show great proficiency, and children make the same kinds of mistakes and share specialized names for plants.
