To understand transmission of knowledge and its impact on human evolution history, this study explores the research question: "How do hunter-gatherer children learn subsistence skills?". The authors use meta-ethnography methods on 34 cultures from five continents discussing these topics. The results show that the learning process starts early in infancy when their parents take them to the excursions. In middle childhood, they already acquired gathering skills. Only in the start of adolescence, adults begin teaching how to hunt and to produce complex tools. The learning process continues into adulthood.

This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.

This study discusses childcare done by children. While no empirical hypotheses are tested, the authors identify some potential sociocultural and developmental correlates of childcare by children and provide relevant descriptive statistics. Possible correlates include mother-child relationships, conceptions and emergence of childhood stages, organization of play groups, development of social responsibility, sex differences, personality development, cognitive style and cognitive development, motivation and learning.

Social scientists are equivocal as to the importance of teaching (as contrasted with other forms of learning) in traditional societies. While many cultural anthropologists have downplayed the importance of teaching, cognitive psychologists often argue that teaching is a salient human universal. Here the authors investigate cultural transmission among 23 hunter-gatherer populations to explore the relative importance of teaching among foragers.

Name-soul belief systems operate under the belief that deceased ancestors will be reincarnated amongst newborn members of the community. This informs the naming process of children amongst these societies. This study samples 11 hunting/gathering/fishing societies with this belief system, comparing and contrasting how the systems are of the same or different origins. Utilizing a neo-functionalist theoretical model the researchers argue that this system reinforces kinship bonds, as new members are viewed as old members returning home, and that the returned ancestors would provide strength and protection to the newborn from more malevolent spirits. The researchers theorize that this practice, in a functionalist anthropology lens, is a way to deal with constant mortality trauma, and to strengthen group cohesion amongst often mobile groups.

This paper seeks to understand the roles played by children and adolescents in hunter-gatherer societies in relation to their social and ecological context. The authors set out to investigate how environmental factors, ecological risk, and the energetic contributions of adult men and women to food production may have influenced children/adolescent allocation of time to child care, domestic work, food production, and play. In order to carry out this study, the authors logged the behaviors of 690 children and adolescents from twelve hunter-gatherer and mixed-subsistence societies (Agta, Aka, Baka, BaYaka, Dukha, Hadza, Matsi-genka, Maya, Mayangna, Mikea, Pume, and Tsimane), totaling 85,597 unique observations. The study found that harsh environmental factors were not associated with child/adolescent time allocation, but that local ecological risk such as dangerous animals and lack of water availability predicted decreased time allocation to child care and domestic work, and that increased adult female participation in food production was associated with less time invested in child care among boys. It also found that all gendered differences in time allocation among children were stronger when men made greater contributions to food production than women. The authors interpret these results to signify that parents may play a role in preparing their children for environmental and ecological difficulty in order to help them develop skills that will help them become useful community members as adults.

Textor summarizes cross-cultural findings on societies where subsistence is primarily by 'food gathering' which includes hunting, fishing, and gathering.

Textor summarizes cross-cultural findings on pregnancy and childbirth pertaining to cultural, environmental, psychological, and social phenomena.

This study investigates the conceptual frameworks involved in infanticide. Authors first examine data on infanticide and birth ceremonies, particularly the timing of these events and the infant and adult involved in each. Authors also examine reasons for performing infanticide, including illegitimacy, unwanted children, and excess children, finding them similar to reasons for performing abortion. Population control and implications for children's and women's status are also discussed.

Lullabies are often touted as universal to all human cultures, regardless of time and place. In order to test this axiom, this article examines all 186 societies in the Standard Cross-Cultural Sample, and codes them for the presence or absence of lullabies. The result ultimately hinges on the meaning of the word “lullaby”: when lullabies were defined as a strict and culturally conserved repertoire of songs sung to soothe infants, they were found to be neither a statistical nor even a “near” universal. However, when lullabies were defined as any type of singing used to soothe children, they were a near universal, with 96.8% of societies in the sample coded as having lullabies.