Children’s Social Worlds in Cultural Context (eBook)
XVII, 243 Seiten
Springer International Publishing (Verlag)
978-3-030-27033-9 (ISBN)
This book addresses cultural variability in children's social worlds, examining the acquisition, development, and use of culturally relevant social competencies valued in diverse cultural contexts. It discusses the different aspects of preschoolers' social competencies that allow children - including adopted, immigrant, or at-risk children - to create and maintain relationships, communicate, and to get along with other people at home, in daycare or school, and other situations. Chapters explore how children's social competencies reflect the features of the social worlds in which they live and grow. In addition, chapters examine the extent that different cultural value orientations manifest in children's social functioning and escribes how parents in autonomy-oriented cultures tend to value different social skills than parents with relatedness or autonomous-relatedness orientations. The book concludes with recommendations for future research directions.
Topics featured in this book include:
- Gender development in young children.
- Peer interactions and relationships during the preschool years.
- Sibling interactions in western and non-western cultural groups.
- The roles of grandparents in child development.
- Socialization and development in refugee children.
- Child development within institutional care.
Children's Social Worlds in Cultural Context is a valuable resource for researchers, clinicians/practitioners, and graduate students in developmental psychology, child and school psychology, social work, cultural anthropology, family studies, and education.
Tiia Tulviste, Ph.D., is a professor of developmental psychology at the University of Tartu, Estonia. In her research on child cognitive and social development, she has paid special attention to the developmental contexts in which children grow. At the beginning of her scientific career, Dr. Tulviste was involved in studies trying to detect the role of schooling in the development of verbal thinking by comparing thinking processes of adults with and without school education in Soviet Central Asia and in West Siberia. During recent decades, she has been interested in the question to what extent changes in developmental context (e.g., return to the Western world in Estonia) reflect changes in cultural meanings and practices of child socialization as well as their effects over time on child development and adjustment. Dr. Tulviste has acted as project leader in several comparative research projects related to child socialization and development dealing with cultures around the Baltic Sea, such as Estonia, Finland, Latvia, Germany, and Sweden, as well as the U.S.A. She has written numerous journal articles and book chapters in this field. She is the former president of Estonian Union of Psychologists and is a member of the editorial board of the European Psychologist, International Journal of Behavioural Development (1998-2002), and Estonian Papers in Applied Linguistics.
Deborah L. Best, Ph.D., is the William L. Poteat Professor of Psychology at Wake Forest University, USA, where she previously served as Chair of the Psychology Department and was the first woman to serve as Dean of the College of Arts and Sciences. She is active in the International Association for Cross-Cultural Psychology as an Honorary Fellow, President (2000-2002), and Treasurer (1988-1997), and in the Society for Cross-Cultural Research as President (2011-2012). She has served as Associate Editor (1996-2012) and Editor (2012 to present) of the flagship journal of IACCP, Journal of Cross-Cultural Psychology. She has written and edited five books as well as numerous book chapters and research articles; her work includes landmark studies of gender stereotypes in 30 nations. Her research has focused on children's cognitive and social development, primarily examining gender-related concepts among young children in the United States and other countries.
Judith L. Gibbons, Ph.D., is Professor Emerita of Psychology at Saint Louis University, USA. She is the founding editor of the American Psychological Association Division 52 journal, International Perspectives in Psychology: Research, Practice, Consultation, former president of the Society for Cross-Cultural Research and the Interamerican Society of Psychology (SIP), a former Fulbright scholar at the Universidad del Valle de Guatemala, and an Associate Editor of the Journal of Cross-Cultural Psychology. Her research includes the study of the development of adolescents, especially girls and at-risk youth, in the majority world, intercountry adoption, and gender roles. With many collaborators, local and international, she has published numerous journal articles on those topics. She has written or edited three books including The Thoughts of Youth: An International Perspective on Adolescents' Ideal Persons, Intercountry Adoption: Policies, Practices, and Outcomes, and Women's Evolving Lives: Global and Psychosocial Perspectives.
Foreword 6
Preface 9
Contents 10
Editors and Contributors 12
1 An Introduction to the Role of Culture in Children’s Social World 15
Part I: What Children Learn 16
Part II: Socialization of Young Children 17
Part III: Children in Unique and Challenging Circumstances 18
Part IV: Conclusions 19
What Children Learn 20
2 Children’s Social Development: Developing Selves and Expanding Social Worlds 21
Play in Different Cultural Contexts 22
Gender Difference in Play 23
Socialization of Social Rules in Peer Play 24
Reminiscing and Personal Recollections 26
Gender Differences in the Development of Recollections 28
Conclusion 31
References 31
3 Children’s Management of Attention as Cultural Practice 34
Children’s Management of Attention as Cultural Practice 35
Cultural Differences in Attention to Surrounding Events 36
Cultural Differences in Third-Party Attention 37
Cultural Differences in Simultaneous Attention 38
Attentiveness Is an Aspect of How Learning Is Organized 39
Patterns of Attention Across Five Communities in Two Nations 40
The Five Communities 40
Children’s Attention During an Informal Demonstration 42
Conclusions 43
Attention Management Is Embedded in Cultural Practices Organizing Children’s Learning 44
A Focus on Practices Facilitates Studying Dynamic Cultural Processes 46
References 47
4 Culture, Communication and Socio-cognitive Development: Understanding the Minds of Others 51
Theory-of-Mind Understanding Across Cultures 52
Cross-Cultural Variation in Theory-of-Mind (ToM) Performance 53
Theories of Social Understanding 54
Social Correlates of Theory-of-Mind 55
Talking About the Child’s and Others’ Minds 55
Reminiscing and Mental State Understanding 56
Cross-Cultural Differences in Parental Interaction Style 56
Are Conversations About Mental States Important for Social Understanding Across Cultures? 57
Broadening Our Conceptualisation of Social Understanding 58
Conclusion 61
References 61
5 Emotional Development: Cultural Influences on Young Children’s Emotional Competence 65
Early Emotional Development 66
Primary, Basic Emotions 67
Secondary, Self-conscious Emotions 67
Emotional Competence 68
Emotional Expressiveness 68
Emotion Knowledge 69
Emotion Regulation 70
Emotion Socialization 71
Agents of Emotion Socialization 71
Parents 71
Peers 74
Teachers 75
Differences in Emotion Socialization 76
Gender Differences 76
Socioeconomic Status Differences 77
Conclusion 78
References 79
6 Young Children’s Gender Development 84
Biology and Gender 85
Socialization of Gender 86
Importance of Child Gender for Parents 86
Parental Expectations and Behavior 86
Peer Influences 88
Children’s Self-socialization 89
Children’s Gendered Behaviors and Beliefs 90
Gender Schemes and Preferences 90
Gendered Activities and Tasks 90
Gender Behavior Differences 91
Gender Stereotypes 92
Gender Non-conforming Children 92
Conclusions 92
References 93
7 Sharing and Caring: Prosocial Behavior in Young Children Around the World 98
Defining Prosocial Behavior 99
Developmental Patterns of Prosocial Behavior 100
Emotion Socialization, Social Cognitive Processes, and Prosocial Behavior 101
Gender Differences in Prosocial Behavior 102
Motivations for Prosocial Behavior 102
Cross-Cultural Prosocial Behavior in Early Childhood 103
Circumstances that Promote Helping 106
Conclusions 107
References 108
8 Peer Interactions: Culture and Peer Conflict During Preschool Years 112
Autonomy and Relatedness Values Shape Peer Interactions 113
Methodological Issues in Studies on Early Peer Conflict 114
Definition of Conflict 115
Real or Hypothetical Conflicts 115
Situational Factors 116
Children’s Age 116
The Role of Culture in Early Peer Conflict 116
North America and East Asia 117
East Asia 118
Middle East 119
Western and Southwestern Europe 119
Conclusions 120
References 121
9 Together or Better Singular? German Middle Class Children’s Problem Solving in Dyads and Triads 125
Children’s Dyadic Interactions 126
Interactions in the Family 126
Children’s Interactions Outside the Family: Teachers and Caregivers 128
Free Play and Autonomy 128
Children’s Play Patterns 129
Culture and Mothers’ Level of Education 129
Other Variables that Affect Cooperation 130
A Study of Children’s Cooperation 131
Socialization Within Western Middle Class Families 133
Psychological Autonomy 133
Cooperation 133
Gender Socialization 135
Implications 135
Conclusions 136
References 137
Socialization of Young Children 140
10 Parenting: Talking with Children Across Cultural Contexts 141
Cultural Variability in Social Context at Home 142
Family Conversations and Learning to Talk 143
Ways of Talking with Children 144
Culturally-Valued Ways of Talking 144
Family Conversations Across Interaction Contexts 146
Learning to Talk in Culture-Specific Ways 146
Cultural Meaning of Speech Addressed to Children 147
Culturally-Valued Conversational Topics 147
Children’s Contributions 149
Changing Developmental Contexts 150
Conclusions 150
References 151
11 The Sibling Relationship in Ecocultural Context 154
An Ecocultural Theory of Sibling Relationships 155
Finding Out About Siblings 155
Who Is a Sibling? 156
Influences on Sibling Interactions in Western Cultural Groups 157
How Do Siblings Relate in Non-western Cultural Groups? 158
Sibling Caretaking 158
Influences of Sibling Interactions on Social and Emotional Development 159
Influences of Sibling Interactions on Cognitive Development 160
Sibling Teaching 161
The Impact of Sibling Interactions on Language Development 161
Conclusions 162
References 162
12 The Roles of Grandparents in Child Development: A Cultural Approach 166
Grandparents’ Influences on Young Grandchildren 167
Grandparents’ Influences on the Parents of Young Children 169
Comparisons of Grandparents Within and Between Cultural Groups 170
Variations in Children’s Social Worlds, and Their Impact on Grandparental Roles 172
Variations in Social Competencies Valued Between Cultural Groups, and Their Impact on Grandparental Roles 173
Conclusions 174
References 175
13 Japanese Preschool Approaches to Supporting Young Children’s Social-Emotional Development 178
Method 179
The Teddy Bear Fight 179
Mimamoru: The Logic of Watching and Waiting 180
Sympathetic Identification and Legitimate Peripheral Participation 182
Collective Regulation 184
Providing Opportunities for Peripheral Participation 185
Seeing Both Individuals and Groups 186
Childlike Children 187
Taking a Long Perspective 187
Conclusion 188
References 188
Children in Unique and Challenging Circumstances 190
14 Socialization and Development of Refugee Children: Chances of Childcare 191
Motives for Migration 191
Contexts of Refuge 192
Childcare as a Complementing Context for the Development and Socialization of Refugee Children 193
Aims and Challenges in Childcare with Refugees 193
Transitions of Refugee Children 193
Institutional Childcare Challenges Diverse Practices of Child-Rearing 194
Functional Embeddedness of Childcare in a Society 195
Understanding the Influence of Diverse Contexts on Child Development and Socialization 195
Physical and Social Settings 195
Customs of Childcare 196
Psychology of the Caretakers 197
Complex Developmental Niches for Refugee Children 197
Adapting Childcare for Diverse Families 198
Effects of Childcare 198
How Can Childcare for Recently Arrived Refugee Children Be Organized? 199
Adapted Childcare for Refugees: “Bridging Projects” in Germany 200
Conclusions 201
References 202
15 Children’s Perspectives of Risk and Protection 205
Risk and Protection Discourse in Israel 206
Context-Informed Perspective on Risk and Protection 207
Children’s Perspectives 208
Purpose and Procedure of Current Study 209
Findings of Children’s Perspectives on Risk and Protection 211
Behavior that Prevents Danger (Risks) 211
Protection from Danger 213
Influences of Context 216
Conclusions 217
References 217
16 Young Children in Institutional Care: Characteristics of Institutions, Children’s Development, and Interventions in Institutions 221
Social Environments of Institutions Around the World 222
Russia 222
China 224
Ghana 225
Chile 226
Development of Children Who Have Experienced Institutional Care 227
Interventions to Improve Social-Emotional Care Within Institutions 228
The St. Petersburg-USA Project 228
Simple Interactions 230
Conclusions 230
References 231
Conclusions 234
17 Children’s Culturally Enriched Social Development 235
Part I: What Children Learn 236
Part II: Socialization of Young Children 238
Part III: Children in Unique and Challenging Circumstances 239
Conclusions and Future Directions 240
References 241
Index 242
| Erscheint lt. Verlag | 10.9.2019 |
|---|---|
| Zusatzinfo | XVII, 243 p. 5 illus., 4 illus. in color. |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Soziologie | |
| Schlagworte | At-risk children across cultures and social development • Children and social identity • Cooperative problem-solving in preschool • Cultural practices, attentional strategies and children • Culture, communication, and sociocognitive development • Emotional development and competence in children • Forced displacement, safe havens, and child development • Gender development, culture, and young children • Grandparents, child development, and culture • Institutional care and child development • Japanese preschool and social-emotional development • Parenting and family across cultures • Pedagogical practices and child development • Peer interactions and early childhood • Peer interactions, conflict, and culture in preschool • Prosocial behavior in young children • Siblings and cultural complexity • Social cognition and preschoolers • Toddlers and institutional conditions • Urban and rural settings and child development |
| ISBN-10 | 3-030-27033-5 / 3030270335 |
| ISBN-13 | 978-3-030-27033-9 / 9783030270339 |
| Haben Sie eine Frage zum Produkt? |
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