The Cultural Nature of Human DevelopmentThree-year-old Kwara'ae children in Oceania act as caregivers of their younger siblings, but in the UK, it is an offense to leave a child under age 14 ears without adult supervision. In the Efe community in Zaire, infants routinely use machetes with safety and some skill, although U.S. middle-class adults often do not trust young children with knives. What explains these marked differences in the capabilities of these children? Until recently, traditional understandings of human development held that a child's development is universal and that children have characteristics and skills that develop independently of cultural processes. Barbara Rogoff argues, however, that human development must be understood as a cultural process, not simply a biological or psychological one. Individuals develop as members of a community, and their development can only be fully understood by examining the practices and circumstances of their communities. |
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Page 5
... figure 1.2). Likewise, Fore (New Guinea) infants handle knives and fire safely by the time they are able to walk (Sorenson, 1979). Aka parents of Central Africa teach 8- to 10-month-old infants how to throw small spears and use small ...
... figure 1.2). Likewise, Fore (New Guinea) infants handle knives and fire safely by the time they are able to walk (Sorenson, 1979). Aka parents of Central Africa teach 8- to 10-month-old infants how to throw small spears and use small ...
Page 6
... to the events and the social and institutional supports provided in their communities for learning and carrying out specific roles in the activities. 6 figure 1.2 Cultural research has aided scholars in examining theories based on.
... to the events and the social and institutional supports provided in their communities for learning and carrying out specific roles in the activities. 6 figure 1.2 Cultural research has aided scholars in examining theories based on.
Page 21
... figure 1.3). For example, in Jewish communities of early twentieth-century Europe, a boy's first day at school involved a major ceremony that communicated the holiness and attractiveness of studying (Wozniak, 1993). The boy's father ...
... figure 1.3). For example, in Jewish communities of early twentieth-century Europe, a boy's first day at school involved a major ceremony that communicated the holiness and attractiveness of studying (Wozniak, 1993). The boy's father ...
Page 25
... figure 1.4). Hence, it is often a simplification to refer to individuals as being “in” or “out” of particular communities; many communities do not have strict. figure 1.4 Leonor, Virginia, and Angelica Lozano (left to right), seated ...
... figure 1.4). Hence, it is often a simplification to refer to individuals as being “in” or “out” of particular communities; many communities do not have strict. figure 1.4 Leonor, Virginia, and Angelica Lozano (left to right), seated ...
Page 26
... figure out what the outsider's role is in the community, using their everyday categories of how to treat the newcomer. The outsider's identity is not neutral; it allows access to only some situations and elicits specific reactions when ...
... figure out what the outsider's role is in the community, using their everyday categories of how to treat the newcomer. The outsider's identity is not neutral; it allows access to only some situations and elicits specific reactions when ...
Contents
3 | |
37 | |
3 Individuals Generations and Dynamic Cultural Communities | 63 |
4 Child Rearing in Families and Communities | 102 |
5 Developmental Transitions in Individuals Roles in Their Communities | 150 |
6 Interdependence and Autonomy | 194 |
7 Thinking with the Tools and Institutions of Culture | 236 |
8 Learning through Guided Participation in Cultural Endeavors | 282 |
9 Cultural Change and Relations among Communities | 327 |
References | 371 |
Credits | 413 |
Index | 415 |
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Common terms and phrases
activities adolescents adults African American approach asked attention autonomy baby behavior biological boys caregivers Caucasian American chil child child-rearing child’s children learn Chudacoff classroom cognitive community’s concepts context contrast contribute cultural communities cultural practices cultural processes cultural tools developmental different communities dren engage etic everyday example expected father figure focus gender roles girls goals guided participation Harkness & Super human development ideas important Indian individuals infants institutions interaction Inuit involved Japanese Kaluli Kipsigis language Leiderman literacy lives Marquesan mature Mayan Mayan language Mexican American middle-class European American middle-class U.S. mother mother’s munity Navajo nsolo observe one’s organization parents patterns people’s person perspective play preschool problem questions regarding relations responsibility Rogoff siblings situations skills social societies sociocultural structure Suina talk teachers tests thinking tion toddlers traditions tural understanding Vai script values Whiting women young children