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 3
... focus on people's participation in their communities' cultural practices and traditions, rather than equating culture with the nationality or ethnicity of individuals. For understanding cultural aspects of human development, a primary ...
... focus on people's participation in their communities' cultural practices and traditions, rather than equating culture with the nationality or ethnicity of individuals. For understanding cultural aspects of human development, a primary ...
Page 8
... focused institutions and practices, preparing children for later entry into the community. I argue that child-focused settings and ways in which middle-class parents now interact with their children are closely connected with age ...
... focused institutions and practices, preparing children for later entry into the community. I argue that child-focused settings and ways in which middle-class parents now interact with their children are closely connected with age ...
Page 10
... focus on how we can conceptualize the interrelated roles of individual and cultural processes. In the next section of this chapter, I introduce some important orienting concepts for how we can think about the roles of cultural processes ...
... focus on how we can conceptualize the interrelated roles of individual and cultural processes. In the next section of this chapter, I introduce some important orienting concepts for how we can think about the roles of cultural processes ...
Page 20
... focused their professional activities around a particular personal quality, as instantiated in a certain set of skills. We have then gone on to define the quality in terms of this skill set, and ended by asserting that persons who lack ...
... focused their professional activities around a particular personal quality, as instantiated in a certain set of skills. We have then gone on to define the quality in terms of this skill set, and ended by asserting that persons who lack ...
Page 22
... focus on literacy or on the discourse styles promoted in schools may not hold such importance in some cultural settings, where it may be more important for young children to learn to attend to the nuances of weather patterns or of ...
... focus on literacy or on the discourse styles promoted in schools may not hold such importance in some cultural settings, where it may be more important for young children to learn to attend to the nuances of weather patterns or of ...
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