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 xi
... Toddlers and Older Siblings 164 Continuities and Discontinuities across Early Childhood 165 Responsible Roles in Childhood 168 Onset of Responsibility at Age 5 to 7: 169 Maturation and Experience 170 Adolescence as a Special Stage 171 ...
... Toddlers and Older Siblings 164 Continuities and Discontinuities across Early Childhood 165 Responsible Roles in Childhood 168 Onset of Responsibility at Age 5 to 7: 169 Maturation and Experience 170 Adolescence as a Special Stage 171 ...
Page 28
... toddlers when they thought they were being observed in a research study (video equipment was conspicuously running) versus when they thought they were simply waiting in an observation room (repairs were “being made” on the video ...
... toddlers when they thought they were being observed in a research study (video equipment was conspicuously running) versus when they thought they were simply waiting in an observation room (repairs were “being made” on the video ...
Page 70
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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