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 xii
... Institutions of Culture 236 Specific Contexts Rather Than General Ability: Piaget around the World 238 Schooling Practices in Cognitive Tests: Classification and Memory 241 Classification 242 Memory 243 Cultural Values of Intelligence ...
... Institutions of Culture 236 Specific Contexts Rather Than General Ability: Piaget around the World 238 Schooling Practices in Cognitive Tests: Classification and Memory 241 Classification 242 Memory 243 Cultural Values of Intelligence ...
Page 6
... institutions and cultural practices. Whether the activity is an everyday chore or participation in a test or a ... institutional supports provided in their communities for learning and carrying out specific roles in the activities. 6 ...
... institutions and cultural practices. Whether the activity is an everyday chore or participation in a test or a ... institutional supports provided in their communities for learning and carrying out specific roles in the activities. 6 ...
Page 8
... institutions were designed around age groups. Developmental psychology and pediatrics began at this time, along with old-age institutions and age-graded schools. Before then in the United States (and still, in many places), people ...
... institutions were designed around age groups. Developmental psychology and pediatrics began at this time, along with old-age institutions and age-graded schools. Before then in the United States (and still, in many places), people ...
Page 10
... institutions of family life and community practices. A coherent understanding of the cultural, historical nature of human development is emerging from an interdisciplinary approach involving psychology, anthropology, history ...
... institutions of family life and community practices. A coherent understanding of the cultural, historical nature of human development is emerging from an interdisciplinary approach involving psychology, anthropology, history ...
Page 11
... institutional and community values and traditions. The practices of researchers, students, journalists, and professors are cultural, as are the practices of oral historians, midwives, and shamans. Understanding one's own cultural ...
... institutional and community values and traditions. The practices of researchers, students, journalists, and professors are cultural, as are the practices of oral historians, midwives, and shamans. Understanding one's own cultural ...
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