Developmental psychology in China

Tardif, Twila; Miao, Xiaochun

doi:10.1080/016502500383485

Cited by 10 publications

(9 citation statements)

References 12 publications

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“…Research in Brazil has demonstrated that lower-class children draw more restrictive boundaries to their personal choices than do middle-class children (Nucci, Camino, & Sapiro, 1996), and similar socioeconomic status differences may be evident in Hong Kong. Further research also would be needed to determine whether the results obtained here generalize to Chinese children in other Asian societies, as previous research has shown that there is significant heterogeneity among Chinese in different societies (Tardif & Miao, 2000).…”

Section: Discussionmentioning

confidence: 92%

Conceptions of Moral, Social‐Conventional, and Personal Events Among Chinese Preschoolers in Hong Kong

Yau¹,

Smetana²

2003

Child Development

133

100

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Sixty-one Chinese preschoolers from Hong Kong at 2 ages (Ms = 4.36 and 6.00 years) were interviewed about familiar moral, social-conventional, and personal events. Children treated personal events as distinct from moral obligations and conventional regulations. Children judged the child as deciding personal issues, based on personal choice justifications, whereas children judged parents as deciding moral and conventional issues. With age, children granted increased decision-making power to the child. In contrast, children viewed moral transgressions as more serious, generalizably wrong, and wrong independent of authority than other events, based on welfare and fairness. Punishment-avoidance justifications for conventional events decreased with age, whereas conventional justifications increased. Young Chinese preschool children make increasingly differentiated judgments about their social world.

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Section: Discussionmentioning

confidence: 92%

Conceptions of Moral, Social‐Conventional, and Personal Events Among Chinese Preschoolers in Hong Kong

Yau¹,

Smetana²

2003

Child Development

133

100

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“…Although Confucianism remains the traditional theoretical framework for Chinese child rearing, the importance of Confucian beliefs, as well as beliefs about personal values and achievement, may differ (Lau, 1992;Lau & Yeung, 1996). Examining adolescent-parent relationships in different Chinese contexts may illuminate both consistencies and context-specific variability in the developmental paths of Chinese youth and would inform our understanding of how these relationships are negotiated in Chinese families (Tardif & Miao, 2000). Therefore, the aim of the present study was to replicate and extend the findings reported by Yau and Smetana (1996) by comparing Chinese adolescents in two different Chinese cultural contexts, Hong Kong and Shenzhen, in the People's Republic of China (PRC).…”

Section: Introductionmentioning

confidence: 85%

“…There also has been increasing recognition that there may be significant heterogeneity among children and adolescents treated as part of a single cultural or ethnic group, such as individuals from different Asian backgrounds. There is considerable diversity in regions, language, and ethnic backgrounds among Chinese in different Asian societies, and researchers have called for more investigation of these differences (Fiske, 2002;Ho, Peng, & Lai, 2002;Parke & Buriel, 1998;Tardif & Miao, 2000). Although Confucianism remains the traditional theoretical framework for Chinese child rearing, the importance of Confucian beliefs, as well as beliefs about personal values and achievement, may differ (Lau, 1992;Lau & Yeung, 1996).…”

Section: Introductionmentioning

confidence: 99%

Adolescent-Parent conflict in Hong Kong and Shenzhen: A comparison of youth in two cultural contexts

Yau

Smetana

2003

International Journal of Behavioral Development

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This study examined adolescent-parent conflict among 188 5th-, 7th-, 10th-, and 12th-grade Chinese adolescents, 93 from Hong Kong and 95 from Shenzhen, PRC. Individually interviewed Chinese adolescents reported disagreements with parents over everyday issues, primarily choice of activities, schoolwork, interpersonal relationships, and chores. Conflicts were relatively few in number, moderate in frequency, and mild in intensity, and across contexts, conflicts were more intense in early adolescence (5th and 7th grades) than in late adolescence (12th grade). There were more conflicts over chores and interpersonal relationships in Hong Kong than in Shenzhen and more conflicts over schoolwork in Shenzhen than in Hong Kong, particularly among 7th and 12th graders. As expected, adolescents primarily justified conflicts, particularly conflicts over choice of activities and homework, by appealing to personal jurisdiction, and across contexts, personal reasoning increased with age. Conflicts were resolved primarily by giving in to parents, although adolescents desired more autonomy in decision making than they reported having. Although adolescent-parent conflict among Chinese youth appears to reflect the development of adolescent autonomy, culturally specific processes influence its expression.

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“…During the chaotic decade of the Cultural Revolution (1966)(1967)(1968)(1969)(1970)(1971)(1972)(1973)(1974)(1975)(1976), even young children were called upon to play the role of "vanguard fighters" in the struggle for the construction of a new socialist society (Donald, 1999: 82, 95). Moreover, mental illnesses were frequently cast as problems of deviant political thinking to be addressed through reeducation rather than psychological health care (Chang et al, 2005; see also Liu, 1982;Tardif and Miao, 2000).…”

Section: A Child Is a Human Being In A Class By Itselfmentioning

confidence: 99%

Recovering Childhood: Play, Pedagogy, and the Rise of Psychological Knowledge in Contemporary Urban China

Naftali

2010

Modern China

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In the past few decades, China has witnessed the emergence of a psychological discourse of childhood. This new discourse portrays children as persons with unique emotional needs and seeks to redefine childhood as a time of play and relaxation rather than study or toil. Drawing on the results of ethnographic fieldwork in Shanghai's schools and homes in 2004-2005, the present article describes the complex ways Shanghai's teachers and parents engage with this normalizing, developmental discourse. It argues that the rise of a psychological discourse of childhood signals a shift in Chinese modes of governing school and family life, and in current conceptualizations of the childas-citizen and the child-as-subject in postsocialist, urban China.

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Developmental psychology in China

Cited by 10 publications

References 12 publications

Conceptions of Moral, Social‐Conventional, and Personal Events Among Chinese Preschoolers in Hong Kong

Conceptions of Moral, Social‐Conventional, and Personal Events Among Chinese Preschoolers in Hong Kong

Adolescent-Parent conflict in Hong Kong and Shenzhen: A comparison of youth in two cultural contexts

Recovering Childhood: Play, Pedagogy, and the Rise of Psychological Knowledge in Contemporary Urban China

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