Children's Social Worlds in Cultural Context

Chapter 1: An Introduction to the Role of Culture in Children's Social World

Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons

 

Section I: What Children Learn

 

Chapter 2: Children's Social Development: Developing Selves and Expanding Social Worlds

Pirko Tõugu

            2.1: Play in Different Cultural Contexts

            2.2: Gender Differences in Play

            2.3: Socialization of Social Rules in Peer Play

            2.4: Reminiscing and Personal Recollections

            2.5: Gender Differences in the Development of Recollections

            2.6: Conclusions

    

Chapter 3: Children's Management of Attention as Cultural Practice

Rebeca Mejía Arauz, Amy L. Dexter, Barbara Rogoff, and Itzel Aceves-Azuara

            3.1: Cultural Differences in Attention to Surrounding Events

                        3.1.1: Cultural Differences in Third-party Attention

                        3.1.2: Cultural Differences in Simultaneous Attention

            3.2: Attentiveness is an Aspect of How Learning is Organized

            3.3: Patterns of Attention across Five Communities in Two Nations

                        3.3.1: The Five Communities

                                    3.3.1.1: Two Communities with Indigenous Practices

                                                3.3.1.1.1: Indigenous Heritage Mexican Town

                                                3.3.1.1.2: Pueblo US Immigrant

                                    3.3.1.2: Three Extensively Schooled Communities

                                                3.3.1.2.1:European-American Middle-Class

                                                3.3.1.2.2: Cosmopolitan Mexican

                                                3.3.1.2.3: Nouveau Cosmopolitan Mexican

                        3.3.2: Children's Attention during an Informal Demonstration

                                    3.3.2.1: Simultaneous Attention

                                    3.3.2.2: Alternating Attention

            3.4: Conclusions

3.4.1: Attention Management is Embedded in Cultural Practices Organizing Children's Learning

3.4.2: A Focus on Practices Facilitates Studying Dynamic Processes

    

Chapter 4: Culture, Communication and Socio-Cognitive Development:  Understanding the Minds of Others

Mele Taumoepeau

            4.1: Theory-of-Mind Understanding across Cultures

            4.2: Cross-cultural Variations in Theory-of-Mind Performance

            4.3: Theories of Social Understanding

            4.4: Social Correlates of Theory-of-Mind

                        4.4.1: Talking about the Child's and Others' Minds

                        4.4.2: Reminiscing and Mental State Understanding

            4.5: Cross-cultural Differences in Parental Interaction Style

4.6: Are Conversations about Mental States Important for Social Understanding across Cultures?

4.7: Broadening our Conceptualization of Social Understanding

4.8: Conclusions                     

 

Chapter 5: Emotional Development: Cultural Influences on Young Children's Emotional Competence

Nicole B. Capobianco, Caitlin D. Bush, and Deborah L. Best

            5.1: Early Emotional Development

                        5.1.1: Primary, Basic Emotions

                        5.1.2: Secondary, Self-Conscious Emotions

            5.2: Emotional Competence

                        5.2.1: Emotional Expressiveness

                        5.2.2: Emotion Knowledge

                        5.2.3: Emotion Regulation

            5.3: Emotion Socialization

            5.4: Agents of Emotion Socialization

                        5.4.1: Parents

                                    5.4.1a: Social Referencing

                                    5.4.1b: Joint Emotional Reminiscing

                                    5.4.1c: Display Rules

5.4.2: Peers

                        5.4.3: Teachers

            5.5: Differences in Emotion Socialization

                        5.5.1: Gender Differences

                        5.5.2: Socioeconomic Status Differences

            5.6: Conclusions

    

Chapter 6:  Young Children's Gender Development                               

Deborah L. Best and Judith L. Gibbons

            6.1: Biology and Gender

            6.2: Socialization of Gender

                        6.2.1: Importance of Child Gender for Parents

                        6.2.2: Parent Expectations and Behavior

                                    6.2.2a: Parent Expectation

                                    6.2.2b: Parent Behaviors

                                    6.2.2c: Task Assignment

                        6.2.3: Peer Influences

                        6.2.4: Children's Self-Socialization

            6.3: Children's Gendered Behaviors and Beliefs

                        6.3.1: Gender Schemes and Preferences

                        6.3.2: Gender Activities and Tasks

                        6.3.3: Gender Behavior Differences

                        6.3.4: Gender Stereotypes

                        6.3.5: Gender Non-Conforming Children

            6.4: Conclusions

    

Chapter 7:  Sharing and Caring: Prosocial Behavior in Young Children around the World

Katelyn E. Poelker and Judith L. Gibbons

            7.1: Defining Prosocial Behavior

            7.2: Developmental Patterns of Prosocial Behavior

7.3: Emotion Socialization, Social-Cognitive Processes, and Prosocial Behavior

7.4: Gender Differences in Prosocial Behavior

7.5: Motivations for Prosocial Behavior

7.6: Cross-Cultural Prosocial Behavior in Early Childhood

7.7: Circumstances that Promote Helping

7.8: Conclusions

    

Chapter 8: Peer Interactions: Culture and Peer Conflict during Preschool Years

Anni Tamm

            8.1: Autonomy and Relatedness Values Shape Peer Interactions

            8.2: Methodological Issues in Studies on Early Peer Conflict

                        8.2.1: Definition of Conflict

                        8.2.2: Real or Hypothetical Conflicts

                        8.2.3: Situational Factors

                        8.2.4: Children's Age

            8.3: The Role of Culture in Early Peer Conflict

                        8.3.1: North America and East Asia

                        8.3.2: East Asia

                        8.3.3: Middle East

                        8.3.4: Western and Southwestern Europe

            8.4: Conclusions                     

 

Chapter 9: Together or Better Singular?  German Middle Class Children's Problem Solving in Dyads and Triads

Heidi Keller, Swantje Decker, and Paula Döge

            9.1: Children's Dyadic Interactions

                        9.1.1: Interactions in the Family

9.1.2: Children's Interactions outside the Family:  Teachers and Caregivers

                        9.1.3: Free Play and Autonomy

            9.2: Children's Play Patterns

            9.3: Culture and Mothers' Level of Education

            9.4: Other Variables that Affect Cooperation

            9.5: A Study of Children's Cooperation'

9.6: Socialization within Western Middle Class Familiesl 

9.6.1: Psychological Autonomy

                        9.6.2: Cooperation

9.7: Gender Socialization

9.8: Implications

            9.9: Conclusions         

 

Section II: Socialization of Young Children

    

Chapter 10: Parenting: Talking with Children across Cultural Contexts

Tiia Tulviste

            10.1: Cultural Variability in Social Context at Home

            10.2: Family Conversations and Learning to Talk

            10.3: Ways of Talking with Children

            10.4: Culturally Valued Ways of Talking

            10.5: Family Conversations across Interaction Contexts

            10.6: Learning to Talk in Culture-specific Ways

            10.7: Cultural Meaning of Speech Addressed to Children

            10.8: Culturally Valued Conversational Topics

            10.9: Children's Contributions

            10.10: Changing Developmental Contexts

            10.11: Conclusions

    

Chapter 11: The Sibling Relationship in Ecocultural Context

Ashley E. Maynard

            11.1: An Ecocultural Theory of Sibling Relationships

            11.2: Finding Out about Siblings

            11.3: Who Is a Sibling?

            11.4: Influences on Sibling Interactions in Western Cultural Groups

            11.5: How Do Siblings Relate in Non-Western Cultural Groups?

                        11.5.1: Sibling Caretaking

            11.6: Influences of Sibling Interactions on Social and Emotional Development

            11.7: Influences of Sibling Interactions on Cognitive Development

                        11.7.1: Sibling Teaching

            11.8: The Impact of Sibling Interactions on Language Development

            11.9: Conclusions                   

    

Chapter 12: The Roles of Grandparents in Child Development: A Cultural Approach

David W. Shwalb, Ziarat Hossain, and Giovanna Eisberg

            12.1: Grandparents' Influences on Young Grandchildren

            12.2: Grandparents' Influences on Parents of Young Children

            12.3: Comparisons of Grandparents within and between Cultural Groups

12.4: Variations in Children's Social Worlds, and Impact on Grandparental Roles

12.5: Variations in Social Competencies Valued between Cultural Groups, and Their Impact on Grandparental Roles

12.6: Conclusions

 

Chapter 13: Japanese Preschool Approaches to Supporting Young Children's Social-      Emotional Development

Akiko Hayashi

            13.1: Method

                        13.1.1: The Teddy Bear Fight

                        13.1.2: Mimamoru:  The Logic of Watching and Waiting

            13.2: Sympathetic Identification and Legitimate Peripheral Participation

            13.3: Collective Regulation

            13.4: Providing Opportunities for Peripheral Participation

                        13.4.1: Seeing Both Individuals and Groups

            13.5: Childlike Children

            13.6: Taking a Long Perspective

            13.7: Conclusions

           

Section III: Children in Unique and Challenging Circumstances

 

Chapter 14: Socialization and Development of Refugee Children:  Chances of Childcare

Julian Busch and Birgit Leyendecker

            14.1: Motives for Migration

            14.2: Contexts of Refugees

14.3: Childcare as a Complementing Context for the Development and Socialization of Refugee Children

                        14.3.1: Aims and Challenges in Childcare with Refugees

                        14.3.2: Transitions of Refugee Children

14.3.3: Institutional Childcare Challenges Diverse Practices of Child Rearing

                        14.3.4: Functional Embeddedness of Childcare in a Society

14.4: Understanding the Influence of Diverse Contexts on Child Development and Socialization

                        14.4.1: Physical and Social Settings

                        14.4.2: Customs of Childcare

                        14.4.3: Psychology of the Caretakers

                        14.4.4: Complex Developmental Niches for Refugee Children

            14.5: Adapting Childcare for Diverse Families

                        14.5.1: Effects of Childcare

                                    14.5.1a: Pre-academic Skills

                                    14.5.1b: Socio-emotional Development

                                    14.5.1c: Establishing Partnerships with Refugee Parents

14.5.2: How Can Childcare for Recently Arrived Refugee Children BeOrganized?

14.5.3: Adapted Childcare for Refugees:  "Bridging Projects" in Germany

14.6: Conclusions

    

Chapter 15: Children's Perspectives of Risk and Protection                  

 Yael Ponizovsky-Bergelson, Dorit Roer-Strier, Yael Dayan and Nira Wahle

            15.1: Risk and Protection Discourse in Israel

            15.2: Context-Informed Perspective on Risk and Protection

            15.3: Children's Perspectives

            15.4: Purpose and Procedure of Current Study

            15.5: Findings of Children's Perspectives on Risk and Protection

                        15.5.1: Behavior that Prevents Danger (Risks).

                        15.5.2: Protection from Danger

            15.6: Influence of Context

            15.7: Conclusions       

    

Chapter 16: Young Children in Institutional Care: Characteristics of Institutions, Children's Development, and Interventions in Institutions

Megan M. Julian, Junlei Li, Annie Wright, and Pamela A. Jimenez-Etcheverria

            16.1: Social Environments of Institutions around the World

                        16.1.1: Russia

                        16.1.2: China

                        16.1.3: Ghana

                        16.1.4: Chile

            16.2: Development of Children Who Have Experienced Institutional Care

            16.3: Interventions to Improve Social-Emotional Care within Institutions

                        16.3.1: The St. Petersburg-USA Project

                        16.3.2: Simple Interactions

            16.4: Conclusions

    

Section IV: Conclusions

 

Chapter 17: Children's Culturally Enriched Social Development         

Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons