The Cultural Nature of Human Development
1st Edition
Published on 13. February 2003
449 pages
978-0-19-972666-0 (ISBN)
Description
Three-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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Barbara Rogoff
The Cultural Nature of Human Development
Book
02/2003
Oxford University Press
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Content
- Intro
- Contents
- 1 Orienting Concepts and Ways of Understanding the Cultural Nature of Human Development
- Looking for Cultural Regularities
- One Set of Patterns: Children's Age-Grading and Segregation from Community Endeavors or Participation in Mature Activities
- Other Patterns
- Orienting Concepts for Understanding Cultural Processes
- Moving Beyond Initial Assumptions
- Beyond Ethnocentrism and Deficit Models
- Separating Value Judgments from Explanations
- Diverse Goals of Development
- Ideas of Linear Cultural Evolution
- Moving Beyond Assumptions of a Single Goal of Human Development
- Learning through Insider/Outsider Communication
- Outsiders' Position
- Insiders' Position
- Moving between Local and Global Understandings
- Revising Understanding in Derived Etic Approaches
- The Meaning of the "Same" Situation across Communities
- 2 Development as Transformation of Participation in Cultural Activities
- A Logical Puzzle for Researchers
- An Example: "We always speak only of what we see
- Researchers Questioning Assumptions
- Concepts Relating Cultural and Individual Development
- Whiting and Whiting's Psycho-Cultural Model
- Bronfenbrenner's Ecological System
- Descendents
- Issues in Diagramming the Relation of Individual and Cultural Processes
- Sociocultural-Historical Theory
- Development as Transformation of Participation in Sociocultural Activity
- 3 Individuals, Generations, and Dynamic Cultural Communities
- Humans Are Biologically Cultural
- Prepared Learning by Infants and Young Children
- Where Do Gender Differences Come From?
- Participation in Dynamic Cultural Communities
- Culture as a Categorical Property of Individuals versus a Process of Participation in Dynamically Related Cultural Communities
- The Case of Middle-Class European American Cultural Communities
- Conceiving of Communities across Generations
- 4 Child Rearing in Families and Communities
- Family Composition and Governments
- Cultural Strategies for Child Survival and Care
- Infant-Caregiver Attachment
- Maternal Attachment under Severe Conditions
- Infants' Security of Attachment
- Attachment to Whom?
- Family and Community Role Specializations
- Extended Families
- Differentiation of Caregiving, Companion, and Socializing Roles
- Sibling Caregiving and Peer Relations
- The Community as Caregiver
- Children's Participation in or Segregation from Mature Community Activities
- Access to Mature Community Activities
- Pitching in" from Early Childhood
- Excluding Children and Youth from Labor-and from Productive Roles
- Adults "Preparing" Children or Children Joining Adults
- Engaging in Groups or Dyads
- Infant Orientation: Face-to-Face with Caregiver versus Oriented to the Group
- Dyadic versus Group Prototypes for Social Relations
- Dyadic versus Multiparty Group Relations in Schooling
- 5 Developmental Transitions in Individuals' Roles in Their Communities
- Age as a Cultural Metric for Development
- Developmental Transitions Marking Change in Relation to the Community
- Rates of Passing Developmental "Milestones
- Age Timing of Learning
- Mental Testing
- Development as a Racetrack
- According Infants a Unique Social Status
- Contrasting Treatment of Toddlers and Older Siblings
- Continuities and Discontinuities across Early Childhood
- Responsible Roles in Childhood
- Onset of Responsibility at Age 5 to 7?
- Maturation and Experience
- Adolescence as a Special Stage
- Initiation to Manhood and Womanhood
- Marriage and Parenthood as Markers of Adulthood
- Midlife in Relation to Maturation of the Next Generation
- Gender Roles
- The Centrality of Child Rearing and Household Work in Gender Role Specializations
- Sociohistorical Changes over Millennia in Mothers' and Fathers' Roles
- Sociohistorical Changes in Recent Centuries in U.S. Mothers' and Fathers' Roles
- Occupational Roles and Power of Men and Women
- Gender and Social Relations
- 6 Interdependence and Autonomy
- Sleeping "Independently
- Comfort from Bedtime Routines and Objects
- Social Relations in Cosleeping
- Independence versus Interdependence with Autonomy
- Individual Freedom of Choice in an Interdependent System
- Learning to Cooperate, with Freedom of Choice
- Adult-Child Cooperation and Control
- Parental Discipline
- Teachers' Discipline
- Teasing and Shaming as Indirect Forms of Social Control
- Conceptions of Moral Relations
- Moral Reasoning
- Morality as Individual Rights or Harmonious Social Order
- Learning the Local Moral Order
- Mandatory and Discretionary Concepts in Moral Codes
- Cooperation and Competition
- Cooperative versus Competitive Behavior in Games
- Schooling and Competition
- 7 Thinking with the Tools and Institutions of Culture
- Specific Contexts Rather Than General Ability: Piaget around the World
- Schooling Practices in Cognitive Tests: Classification and Memory
- Classification
- Memory
- Cultural Values of Intelligence and Maturity
- Familiarity with the Interpersonal Relations used in Tests
- Varying Definitions of Intelligence and Maturity
- Generalizing Experience from One Situation to Another
- Learning to Fit Approaches Flexibly to Circumstances
- Cultural Tools for Thinking
- Literacy
- Mathematics
- Other Conceptual Systems
- Distributed Cognition in the Use of Cultural Tools for Thinking
- Cognition beyond the Skull
- Collaboration in Thinking across Time and Space
- Collaboration Hidden in the Design of Cognitive Tools and Procedures
- An Example: Sociocultural Development in Writing Technologies and Techniques
- Crediting the Cultural Tools and Practices We Think With
- 8 Learning through Guided Participation in Cultural Endeavors
- Basic Processes of Guided Participation
- Mutual Bridging of Meanings
- Mutual Structuring of Participation
- Distinctive Forms of Guided Participation
- Academic Lessons in the Family
- Talk or Taciturnity, Gesture, and Gaze
- Intent Participation in Community Activities
- 9 Cultural Change and Relations among Communities
- Living the Traditions of Multiple Communities
- Conflict among Cultural Groups
- Transformations through Cultural Contact across Human History
- An Individual's Experience of Uprooting Culture Contact
- Community Changes through Recent Cultural Contacts
- Western Schooling as a Locus of Culture Change
- Schooling as a Foreign Mission
- Schooling as a Colonial Tool
- Schooling as a Tool of U.S. Western Expansion
- The Persistence of Traditional Ways in Changing Cultural Systems
- Contrasting Ideas of Life Success
- Intervention in Cultural Organization of Community Life
- Dynamic Cultural Processes: Building on More Than One Way
- Learning New Ways and Keeping Cultural Traditions in Communities Where Schooling Has Not Been Prevalent
- Immigrant Families Borrowing New Practices to Build on Cultural Traditions
- Learning New Ways and Keeping Cultural Traditions in Communities Where Schooling Has Been Central
- Cultural Variety as an Opportunity for Learning-for Individuals and Communities
- The Creative Process of Learning from Cultural Variation
- A Few Regularities
- Concluding with a Return to the Orienting Concepts
- References
- Credits
- Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- Q
- R
- S
- T
- U
- V
- W
- X
- Y
- Z
