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 8
... perspective. They fit with cultural institutions that use elapsed time since birth as a measure of development. One Set of Patterns: Children's Age-Grading and Segregation from Community Endeavors or Participation in Mature Activities ...
... perspective. They fit with cultural institutions that use elapsed time since birth as a measure of development. One Set of Patterns: Children's Age-Grading and Segregation from Community Endeavors or Participation in Mature Activities ...
Page 10
... perspective. This approach has become prominent in recent decades in the study of how cultural practices relate to the development of ways of thinking, remembering, reasoning, and solving problems (Rogoff & Chavajay, 1995). Lev Vygotsky ...
... perspective. This approach has become prominent in recent decades in the study of how cultural practices relate to the development of ways of thinking, remembering, reasoning, and solving problems (Rogoff & Chavajay, 1995). Lev Vygotsky ...
Page 11
... perspective: Humans develop through their changing participation in the sociocultural activities of their communities, which also change. This overarching orienting concept provides the basis for the other orienting concepts for ...
... perspective: Humans develop through their changing participation in the sociocultural activities of their communities, which also change. This overarching orienting concept provides the basis for the other orienting concepts for ...
Page 12
... perspectives to develop more informed ideas about regular patterns, by: • Moving beyond ethnocentrism to consider different perspectives • Considering diverse goals of development • Recognizing the value of the knowledge of both ...
... perspectives to develop more informed ideas about regular patterns, by: • Moving beyond ethnocentrism to consider different perspectives • Considering diverse goals of development • Recognizing the value of the knowledge of both ...
Page 15
... perspective on reality is the only proper or sensible or civilized one (Berger & Luckmann, 1966; Campbell & LeVine, 1961; Jahoda & Krewer, 1997). For example, the ancient Greeks facilitated their own cultural identity by devaluing ...
... perspective on reality is the only proper or sensible or civilized one (Berger & Luckmann, 1966; Campbell & LeVine, 1961; Jahoda & Krewer, 1997). For example, the ancient Greeks facilitated their own cultural identity by devaluing ...
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