The cultural nature of human development
The Cultural Nature of Human Development presents an account of human development that looks at the differences and similarities among cultures. Rogoff focuses on how culture matters in human development. The volume examines multiple aspects of development.
| Autor principal: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Oxford [UK] ;a New York :
Oxford University Press
c2003.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009798228106719 |
Tabla de Contenidos:
- 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.
