RESUMO
This chapter examines children' attention to surrounding events in which they are not directly involved, a way of learning that fits with the cultural approach of Learning by Observing and Pitching In. Research in instructional settings has found that attention to surrounding events is more common among Indigenous Guatemalan Mayan and some US Mexican-heritage children than among middle-class children from several ethnic backgrounds. We examine this phenomenon in a quasi-naturalistic setting to see if the cultural variation in young children's attention to surrounding events in which they were not directly involved extends beyond instructional settings. During a home visit focused on their younger sibling, 19 Guatemalan Mayan and 18 middle-class European American 3- to 5-year olds were nearby but not addressed, as their mother helped their toddler sibling operate novel objects. The Guatemalan Mayan children more frequently attended to this nearby interaction and other third-party activities, whereas the middle-class European American children more often attended to their own activities in which they were directly involved or they fussed or showed off. The results support the idea that in some Indigenous communities of the Americas where young children are included in a broad range of family and community endeavors, children may be especially inclined to attend to ongoing events, even if they are not directly involved or addressed, compared to European American children whose families have extensive experience in Western school ways.