Parental values and behavior in the outer Fiji islands

West, Mary Maxwell

doi:10.1002/cd.23219884004

Cited by 17 publications

(2 citation statements)

References 10 publications

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“…In these societies, as in the fishing-trading society of the Fijian islands, parents perform routine care activities with the infants. In contrast, lively playful interaction with infants is more characteristic of non-parental interaction, as the infants have frequent contact with a large number of different adults (West, 1988). To summarise, agricultural societies use the social aspects, that is, the people, rather than physical aspects of the environment, to protect and ensure survival of infants and children.…”

Section: Child Rearing Practices In Different Societiesmentioning

confidence: 97%

Culturally Responsive Early Intervention Programs: issues in India

Srinivasan

Karlan

1997

International Journal of Disability, Development and Education

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The influence of economic factors on socio-cultural aspects in traditional, industrial, and "transitional" societies is explored through an examination of the socioeconomic structure and organisation in these societies. Transitional societies are defined as those that are moving from a traditional nature to an industrial one. India is used as an example of a transitional society. Links between the socio-economic contexts of the three societies, their child rearing goals and practices, and features of early intervention programs are established. Key aspects of effective intervention identified in the United States are analysed with respect to their appropriateness for Indian society. It is proposed that the diverse child rearing goals and practices of the Indian culture are not compatible with Western conceptualisations of effective early intervention. In conclusion, issues and questions for research that would lay the foundations for developing culturally responsive early intervention programs in transitional societies are identified.

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Section: Child Rearing Practices In Different Societiesmentioning

confidence: 97%

Culturally Responsive Early Intervention Programs: issues in India

Srinivasan

Karlan

1997

International Journal of Disability, Development and Education

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“…Thus the focus has shifted to the study of social networks rather than individual relationships (e.g.. Lamb, Ketterlinus & Fracasso, 1993;Lewis, 1987;Parke & Kellam, 1994). In addition, cross-cultural researchers have begun to document varying parenting roles in different socio-ecological niches (e.g., Chisholm, 1983;Hewlett, 1992;Leiderman, Tulkin & Rosenfeld, 1977;Tronick, Morelli & Ivey, 1992;West, 1988;Whiting & Whiting, 1975).…”

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confidence: 98%

The social worlds of 8‐ and 12‐month‐old infants: Early experiences in two subcultural contexts

et al. 1995

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In this study, we explored the everyday experiences of 40 infants from families who migrated recently from Central America to the US. Another 42 infants from middle class families of Euro-American background were included to facilitate the evaluation of our methodology and findings. Detailed descriptions of the previous 24 hours were obtained by interviewing the mothers when their infants were 8 and 12 months of age. The infants' experiences and activities were very similar in both groups, and the effects of the mothers', fathers' or others' presence on ongoing activities were similar, too. The groups differed with regard to (1) the circadian distribution of activities, (2) opportunities for interactions with various people, and (3) the differences between weekdays and weekends. Overall, the social worlds of the Central American children were characterized by the simultaneous presence of several people and thus by multiple social partners. The social worlds of the Euro-American children were characterized by more opportunities for dyadic interactions and by exposure to fewer partners.

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Learning Without Lessons

Lancy

2024

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This work is designed to fill a rather large lacuna in the field of child development and education. A growing scholarly consensus challenges the universality of Western-dominated research in psychology. All or most markers of the child’s growth and development are now subject to reexamination through a cross-cultural lens. By the same token, the study of education has been similarly restricted as norms and theory are constructed almost exclusively from research in Euroamerican schools. This work aims to fill a substantial portion of this gap, in particular to document and analyze the myriad processes that come to play as indigenous children learn their culture—without schools or lessons. It will characterize the conglomeration of learning-rich events as instances of “pedagogy in culture.” The construct has several connotations, but paramount is the idea that opportunities for learning occur naturally in the course of activities such as work, play, nighttime campfire stories, and so on, that are not primarily intended to educate. Two significant sources of data will be drawn on: focused, empirical studies in cultural psychology and accounts of childhood in the ethnographic and archaeological records. These latter sources have been underutilized in speculations on the nature of child development and learning. The overall conclusion from this study is that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents. These differences help to account for the early failure of many introduced schools to educate their naïve subjects successfully.

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Parental values and behavior in the outer Fiji islands

Abstract: Fijian infant care reflects the intertwining of social and economic support characteristic of Fijian rural life; although mothers discontinue subsistence work, the infant is often tended by others, initiating lifelong nurturant relationships.

Cited by 17 publications

References 10 publications

Culturally Responsive Early Intervention Programs: issues in India

Culturally Responsive Early Intervention Programs: issues in India

The social worlds of 8‐ and 12‐month‐old infants: Early experiences in two subcultural contexts

Learning Without Lessons

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