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
... Literacy 258 Mathematics 261 Other Conceptual Systems 266 Distributed Cognition in the Use of Cultural Tools for Thinking 270 Cognition beyond the Skull 271 Collaboration in Thinking across Time and Space 272 Collaboration Hidden in the ...
... Literacy 258 Mathematics 261 Other Conceptual Systems 266 Distributed Cognition in the Use of Cultural Tools for Thinking 270 Cognition beyond the Skull 271 Collaboration in Thinking across Time and Space 272 Collaboration Hidden in the ...
Page 3
... literacy, we can collectively remember events that we have not personally experienced —becoming involved vicariously in other people's experience over many generations. Being human involves constraints and possibilities stemming from ...
... literacy, we can collectively remember events that we have not personally experienced —becoming involved vicariously in other people's experience over many generations. Being human involves constraints and possibilities stemming from ...
Page 18
... literate and have spent many years in school often regard literacy and Euro-American school ways of thinking and acting as central to the goals of successful development, and even as defining “higher” cultural evolution of whole ...
... literate and have spent many years in school often regard literacy and Euro-American school ways of thinking and acting as central to the goals of successful development, and even as defining “higher” cultural evolution of whole ...
Page 21
... literacy and preliteracy skills in different communities. In a community in which literacy is key to communication and economic success in adulthood, preschoolers may need to learn to distinguish between the colors and shapes of small ...
... literacy and preliteracy skills in different communities. In a community in which literacy is key to communication and economic success in adulthood, preschoolers may need to learn to distinguish between the colors and shapes of small ...
Page 22
... literate styles that U.S. teachers aim to foster (Michaels & Cazden, 1986). When presented with narratives from which ... literacy or on the discourse styles promoted in schools may not hold such importance in some cultural settings ...
... literate styles that U.S. teachers aim to foster (Michaels & Cazden, 1986). When presented with narratives from which ... literacy or on the discourse styles promoted in schools may not hold such importance in some cultural settings ...
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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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