Culture and Development: Developmental Pathways to Psychological Autonomy and Hierarchical Relatedness (2)

Keller, Heidi

doi:10.9707/2307-0919.1052

Cited by 11 publications

(8 citation statements)

References 29 publications

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“…The present finding made it clear that by 9 months, Chinese-heritage infants and their mothers already enact early versions of the same practices that cultural developmentalists have been documenting with older children and their families (e.g., Greenfield et al, 2006;Miller, 2014). Rather than treating infants' learning as a generic phenomenon that awaits a cultural overlay to be added in later years, we contend that learning in infancy is yet another phenomenon that is culturally constructed from the outset, much like the development of play (e.g., Miller & Harwood, 2002), selfconcept (e.g., Keller, 2007;Keller et al, 2004), and attachment (e.g., Harwood, 1992;Keller, 2013Keller, , 2018. By shifting the theoretical focus from specifying learning in terms of individualistic and culturally neutral processes to specifying learning in terms of relational and culturally constructed experiences, we are one step closer to identifying the assets for learning that are being developed before children enter school.…”

Section: Cultural Construction Of Learning In Infancymentioning

confidence: 96%

Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies

Zhang¹,

Wang²,

Duh³

2021

Human Development

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We provide a framework of analysis for Chinese ways of learning that extends beyond the individual level. The theoretical framework focuses on Confucian principles of xiào (孝, filial piety), guăn (管, to govern), and dào dé guān (道德觀, virtues), which leads us to argue that directive guidance as a cultural practice nourishes Chinese-heritage children’s learning as early as in infancy. To illustrate how directive guidance occurs in action for infants, we present an empirical study that examined the interaction of mother-infant dyads in Taipei, Taiwan, when they played with a challenging toy. The dyads co-enacted directive guidance more frequently than their European-American counterparts in the USA – through hand holding, intervening, and collaboration – while infants actively participate in the practice. We discuss the early development of strengths for learning that is fostered through culturally meaningful practices recurrent in parent-infant interaction.

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Section: Cultural Construction Of Learning In Infancymentioning

confidence: 96%

Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies

Zhang¹,

Wang²,

Duh³

2021

Human Development

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“…According to this description children in western urban middle-class families grow up together with their parents and few siblings. On average the parents have a high level of formal education and value their children’s autonomy, positive self-esteem, and emotional independence (Keller, 2013). Young children often come into contact with a larger number of peers for the first time by attending a day care center.…”

Section: Present Studymentioning

confidence: 99%

“…From an early age, their children have a variety of contacts with related children as well as with children in their neighborhood. In education, hierarchical emotional relatedness within the family is highly appreciated (Keller, 2013).…”

Section: Present Studymentioning

confidence: 99%

Sharing and asking for help: Social support networks from the perspective of 4–6 year olds in three different eco-social milieus

Rübeling

Storm

Gernhardt

2021

Journal of Early Childhood Research

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In view of increasing diversity regarding the cultural background of children in pre-schools and the like, it is important to know how they differ in their perception of social networks. This study investigated the perception of social support networks in young children from three different eco-social milieus. Participants ( N = 138, 4–6 year olds) were recruited from German urban nuclear families and two groups of rural extended families in Central America. The support networks were analyzed by means of two game scenarios for “Sharing” and “Asking for Help” with a family collage in addition. Results show significant differences between groups in regard to the size, structure, and relationship patterns of support networks. Networks of urban German children included mainly friends, parents, and siblings, whereas those from Central American children also included other members of the extended family. The perceived importance of father, mother, and siblings differed between groups. Children’s willingness to share correlated with parental socio-cultural orientation. Practical implications for early childhood education are discussed in view of children’s socio-cultural background.

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“…A developing person lives within a context that is characterized by fluidity within a relatively stable meaning system. Cultural scripts guide the ways in which children are socialized and will influence the emergence of culturally meaningful outcomes of development (Keller, 2013). Given the phylogenetically deep-rooted orientation of infants to form relationships, the adult-child interface is the formative location for the confluence of culture and development.…”

Section: Culture and Development: Inclusive Separation Of Complementamentioning

confidence: 99%

Can Globalization Help in Reimagining the Developmental Sciences? Finding Balance between Global Science and Local Reality

Chaudhary¹

2020

Human Development

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Social changes and technological advancement have profoundly impacted the human condition, and the former world order has gradually become obsolete as domination and imperialism are no longer justifiable. In the social and developmental sciences, such a shift implies the expansion of theory, methods, and application to embrace diversity as a fundamental property of being human. However, a bulk of the research draws from limited samples and circumscribed methods, largely excluding culture from conversations about human development. There is urgent need to find balance between global science and local reality where social justice, sustainability, and inclusion find a central place in the play between unity and diversity. Recent events have further highlighted the importance of democratic principles, multidisciplinary approaches, and international collaboration. Globalization cannot be undone, but it can be fruitfully exploited to reimagine the developmental sciences to embrace diversity and pluralism. Cultural psychology as a discipline offers a productive way forward.

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Culture and Development: Developmental Pathways to Psychological Autonomy and Hierarchical Relatedness (2)

Cited by 11 publications

References 29 publications

Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies

Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies

Sharing and asking for help: Social support networks from the perspective of 4–6 year olds in three different eco-social milieus

Can Globalization Help in Reimagining the Developmental Sciences? Finding Balance between Global Science and Local Reality

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