Children's Social Worlds in Cultural Context

ISBN-13: 9783030270353 / Angielski / Miękka / 2020 / 243 str.

Tulviste, Tiia

Opis

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.

Spis treści

Chapter 1: An Introduction to the Role of Culture in Children’s Social World

Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons

 

Section I: What Children Learn

 

Chapter 2: Children’s Social Development: Developing Selves and Expanding Social Worlds

Pirko Tõugu

            2.1: Play in Different Cultural Contexts

            2.2: Gender Differences in Play

            2.3: Socialization of Social Rules in Peer Play

            2.4: Reminiscing and Personal Recollections

            2.5: Gender Differences in the Development of Recollections

            2.6: Conclusions

    

Chapter 3: Children’s Management of Attention as Cultural Practice

Rebeca Mejía Arauz, Amy L. Dexter, Barbara Rogoff, and Itzel Aceves-Azuara

            3.1: Cultural Differences in Attention to Surrounding Events

                        3.1.1: Cultural Differences in Third-party Attention

                        3.1.2: Cultural Differences in Simultaneous Attention

            3.2: Attentiveness is an Aspect of How Learning is Organized

            3.3: Patterns of Attention across Five Communities in Two Nations

                        3.3.1: The Five Communities

                                    3.3.1.1: Two Communities with Indigenous Practices

                                                3.3.1.1.1: Indigenous Heritage Mexican Town

                                                3.3.1.1.2: Pueblo US Immigrant

                                    3.3.1.2: Three Extensively Schooled Communities

                                                3.3.1.2.1:European-American Middle-Class

                                                3.3.1.2.2: Cosmopolitan Mexican

                                                3.3.1.2.3: Nouveau Cosmopolitan Mexican

                        3.3.2: Children’s Attention during an Informal Demonstration

                                    3.3.2.1: Simultaneous Attention

                                    3.3.2.2: Alternating Attention

            3.4: Conclusions

3.4.1: Attention Management is Embedded in Cultural Practices Organizing Children’s Learning

3.4.2: A Focus on Practices Facilitates Studying Dynamic Processes

    

Chapter 4: Culture, Communication and Socio-Cognitive Development:  Understanding the Minds of Others

Mele Taumoepeau

            4.1: Theory-of-Mind Understanding across Cultures

            4.2: Cross-cultural Variations in Theory-of-Mind Performance

            4.3: Theories of Social Understanding

            4.4: Social Correlates of Theory-of-Mind

                        4.4.1: Talking about the Child’s and Others’ Minds

                        4.4.2: Reminiscing and Mental State Understanding

            4.5: Cross-cultural Differences in Parental Interaction Style

4.6: Are Conversations about Mental States Important for Social Understanding across Cultures?

4.7: Broadening our Conceptualization of Social Understanding

4.8: Conclusions                     

 

Chapter 5: Emotional Development: Cultural Influences on Young Children’s Emotional Competence

Nicole B. Capobianco, Caitlin D. Bush, and Deborah L. Best

            5.1: Early Emotional Development

                        5.1.1: Primary, Basic Emotions

                        5.1.2: Secondary, Self-Conscious Emotions

            5.2: Emotional Competence

                        5.2.1: Emotional Expressiveness

                        5.2.2: Emotion Knowledge

                        5.2.3: Emotion Regulation

            5.3: Emotion Socialization

            5.4: Agents of Emotion Socialization

                        5.4.1: Parents

                                    5.4.1a: Social Referencing

                                    5.4.1b: Joint Emotional Reminiscing

                                    5.4.1c: Display Rules

5.4.2: Peers

                        5.4.3: Teachers

            5.5: Differences in Emotion Socialization

                        5.5.1: Gender Differences

                        5.5.2: Socioeconomic Status Differences

            5.6: Conclusions

    

Chapter 6:  Young Children’s Gender Development                               

Deborah L. Best and Judith L. Gibbons

            6.1: Biology and Gender

            6.2: Socialization of Gender

                        6.2.1: Importance of Child Gender for Parents

                        6.2.2: Parent Expectations and Behavior

                                    6.2.2a: Parent Expectation

                                    6.2.2b: Parent Behaviors

                                    6.2.2c: Task Assignment

                        6.2.3: Peer Influences

                        6.2.4: Children’s Self-Socialization

            6.3: Children’s Gendered Behaviors and Beliefs

                        6.3.1: Gender Schemes and Preferences

                        6.3.2: Gender Activities and Tasks

                        6.3.3: Gender Behavior Differences

                        6.3.4: Gender Stereotypes

                        6.3.5: Gender Non-Conforming Children

            6.4: Conclusions

    

Chapter 7:  Sharing and Caring: Prosocial Behavior in Young Children around the World

Katelyn E. Poelker and Judith L. Gibbons

            7.1: Defining Prosocial Behavior

            7.2: Developmental Patterns of Prosocial Behavior

7.3: Emotion Socialization, Social-Cognitive Processes, and Prosocial Behavior

7.4: Gender Differences in Prosocial Behavior

7.5: Motivations for Prosocial Behavior

7.6: Cross-Cultural Prosocial Behavior in Early Childhood

7.7: Circumstances that Promote Helping

7.8: Conclusions

    

Chapter 8: Peer Interactions: Culture and Peer Conflict during Preschool Years

Anni Tamm

            8.1: Autonomy and Relatedness Values Shape Peer Interactions

            8.2: Methodological Issues in Studies on Early Peer Conflict

                        8.2.1: Definition of Conflict

                        8.2.2: Real or Hypothetical Conflicts

                        8.2.3: Situational Factors

                        8.2.4: Children’s Age

            8.3: The Role of Culture in Early Peer Conflict

                        8.3.1: North America and East Asia

                        8.3.2: East Asia

                        8.3.3: Middle East

                        8.3.4: Western and Southwestern Europe

            8.4: Conclusions                     

 

Chapter 9: Together or Better Singular?  German Middle Class Children’s Problem Solving in Dyads and Triads

Heidi Keller, Swantje Decker, and Paula Döge

            9.1: Children’s Dyadic Interactions

                        9.1.1: Interactions in the Family

9.1.2: Children’s Interactions outside the Family:  Teachers and Caregivers

                        9.1.3: Free Play and Autonomy

            9.2: Children’s Play Patterns

            9.3: Culture and Mothers’ Level of Education

            9.4: Other Variables that Affect Cooperation

            9.5: A Study of Children’s Cooperation’

9.6: Socialization within Western Middle Class Familiesl 

9.6.1: Psychological Autonomy

                        9.6.2: Cooperation

9.7: Gender Socialization

9.8: Implications

            9.9: Conclusions         

 

Section II: Socialization of Young Children

    

Chapter 10: Parenting: Talking with Children across Cultural Contexts

Tiia Tulviste

            10.1: Cultural Variability in Social Context at Home

            10.2: Family Conversations and Learning to Talk

            10.3: Ways of Talking with Children

            10.4: Culturally Valued Ways of Talking

            10.5: Family Conversations across Interaction Contexts

            10.6: Learning to Talk in Culture-specific Ways

            10.7: Cultural Meaning of Speech Addressed to Children

            10.8: Culturally Valued Conversational Topics

            10.9: Children’s Contributions

            10.10: Changing Developmental Contexts

            10.11: Conclusions

    

Chapter 11: The Sibling Relationship in Ecocultural Context

Ashley E. Maynard

            11.1: An Ecocultural Theory of Sibling Relationships

            11.2: Finding Out about Siblings

            11.3: Who Is a Sibling?

            11.4: Influences on Sibling Interactions in Western Cultural Groups

            11.5: How Do Siblings Relate in Non-Western Cultural Groups?

                        11.5.1: Sibling Caretaking

            11.6: Influences of Sibling Interactions on Social and Emotional Development

            11.7: Influences of Sibling Interactions on Cognitive Development

                        11.7.1: Sibling Teaching

            11.8: The Impact of Sibling Interactions on Language Development

            11.9: Conclusions                   

    

Chapter 12: The Roles of Grandparents in Child Development: A Cultural Approach

David W. Shwalb, Ziarat Hossain, and Giovanna Eisberg

            12.1: Grandparents’ Influences on Young Grandchildren

            12.2: Grandparents’ Influences on Parents of Young Children

            12.3: Comparisons of Grandparents within and between Cultural Groups

12.4: Variations in Children’s Social Worlds, and Impact on Grandparental Roles

12.5: Variations in Social Competencies Valued between Cultural Groups, and Their Impact on Grandparental Roles

12.6: Conclusions

 

Chapter 13: Japanese Preschool Approaches to Supporting Young Children’s Social-      Emotional Development

Akiko Hayashi

            13.1: Method

                        13.1.1: The Teddy Bear Fight

                        13.1.2: Mimamoru:  The Logic of Watching and Waiting

            13.2: Sympathetic Identification and Legitimate Peripheral Participation

            13.3: Collective Regulation

            13.4: Providing Opportunities for Peripheral Participation

                        13.4.1: Seeing Both Individuals and Groups

            13.5: Childlike Children

            13.6: Taking a Long Perspective

            13.7: Conclusions

           

Section III: Children in Unique and Challenging Circumstances

 

Chapter 14: Socialization and Development of Refugee Children:  Chances of Childcare

Julian Busch and Birgit Leyendecker

            14.1: Motives for Migration

            14.2: Contexts of Refugees

14.3: Childcare as a Complementing Context for the Development and Socialization of Refugee Children

                        14.3.1: Aims and Challenges in Childcare with Refugees

                        14.3.2: Transitions of Refugee Children

14.3.3: Institutional Childcare Challenges Diverse Practices of Child Rearing

                        14.3.4: Functional Embeddedness of Childcare in a Society

14.4: Understanding the Influence of Diverse Contexts on Child Development and Socialization

                        14.4.1: Physical and Social Settings

                        14.4.2: Customs of Childcare

                        14.4.3: Psychology of the Caretakers

                        14.4.4: Complex Developmental Niches for Refugee Children

            14.5: Adapting Childcare for Diverse Families

                        14.5.1: Effects of Childcare

                                    14.5.1a: Pre-academic Skills

                                    14.5.1b: Socio-emotional Development

                                    14.5.1c: Establishing Partnerships with Refugee Parents

14.5.2: How Can Childcare for Recently Arrived Refugee Children BeOrganized?

14.5.3: Adapted Childcare for Refugees:  “Bridging Projects” in Germany

14.6: Conclusions

    

Chapter 15: Children’s Perspectives of Risk and Protection                  

 Yael Ponizovsky-Bergelson, Dorit Roer-Strier, Yael Dayan and Nira Wahle

            15.1: Risk and Protection Discourse in Israel

            15.2: Context-Informed Perspective on Risk and Protection

            15.3: Children’s Perspectives

            15.4: Purpose and Procedure of Current Study

            15.5: Findings of Children’s Perspectives on Risk and Protection

                        15.5.1: Behavior that Prevents Danger (Risks).

                        15.5.2: Protection from Danger

            15.6: Influence of Context

            15.7: Conclusions       

    

Chapter 16: Young Children in Institutional Care: Characteristics of Institutions, Children’s Development, and Interventions in Institutions

Megan M. Julian, Junlei Li, Annie Wright, and Pamela A. Jimenez-Etcheverria

            16.1: Social Environments of Institutions around the World

                        16.1.1: Russia

                        16.1.2: China

                        16.1.3: Ghana

                        16.1.4: Chile

            16.2: Development of Children Who Have Experienced Institutional Care

            16.3: Interventions to Improve Social-Emotional Care within Institutions

                        16.3.1: The St. Petersburg-USA Project

                        16.3.2: Simple Interactions

            16.4: Conclusions

    

Section IV: Conclusions

 

Chapter 17: Children’s Culturally Enriched Social Development         

Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons

O autorze

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.