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Book Details
Abstract
From infancy through to school age and beyond, most children are in constant contact with an array of social influences. Home life, education, community and the media all have some part to play in a child's development.
In this absorbing book, the authors discuss the ways such diverse cultural settings impact on behaviour and how children are shaped by the world around them. They examine development from both a cultural and cross-cultural perspective, drawing on case studies, to illuminate theoretical insights.
Students of both developmental and cultural psychology will find this to be the perfect starting point from which to investigate this fascinating topic further.
DABIE NABUZOKA is Principal Lecturer in Psychology at Leeds Metropolitan University, UK, and Chartered Psychologist of the British Psychological Society (BPS). His research interests include cultural influences on child development and the social functioning of children with learning disabilities. He is co-author (with Janet Empson) of Atypical Child Development in Context (Palgrave Macmillan).
JANET M. EMPSON is a Visiting Fellow to the Faculty of Development and Society at Sheffield Hallam University, Associate Fellow of British Psychological Society (BPS) and full member of the Health Division of the BPS. Her specialist teaching and research area is developmental psychology with a particular interest in child health and well-being. She is co-author (with Dabie Nabuzoka) of Atypical Child Development in Context (Palgrave).
This is most suitable for a final year psychology option, and it can strongly be recommended as supplementary reading for any human development course. It makes a very useful distinction between cultural psychology and the cross-cultural, and it has a strong research emphasis. There are very few up-to-date texts in this area, it will corner the market!' - Dr Dave Hiles, Principal Lecturer in Psychology, De Montfort University, Leicester, UK
An enlightening introduction to the impact of social and cultural factors on human development. The authors consider the theoretical perspectives on how the family, school and wider community influence development of behaviour, encouraging the reader to evaluate psychological theories in the light of cross-cultural evidence.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover \r | Cover | ||
| Half-Title\r | i | ||
| Title | iii | ||
| Copyright | iv | ||
| Dedication | v | ||
| Contents | vii | ||
| Acknowledgements | x | ||
| Notes on Contributors | xi | ||
| Epigraph | xii | ||
| Introduction and Guide to the Book | 1 | ||
| Rationale and focus of the book | 1 | ||
| Structure and features of the book | 3 | ||
| Overview of chapters | 4 | ||
| 1 Culture’s Influence on Psychological Development | 11 | ||
| 1.1 Introduction | 11 | ||
| 1.2 Socialization of children and developmental outcomes | 15 | ||
| 1.3 Summary and conclusions | 23 | ||
| 2 Approaches to Studying Human Development in Diverse Cultures | 27 | ||
| 2.1 Introduction | 28 | ||
| 2.2 Cultural perspectives on human development | 31 | ||
| 2.3 Models and theories of development | 41 | ||
| 2.4 Methodological approaches | 48 | ||
| 2.5 Summary and conclusions | 50 | ||
| 3 Child-Rearing Goals and Practices | 55 | ||
| 3.1 Introduction | 56 | ||
| 3.2 Cultural models and parental ethnotheories | 58 | ||
| 3.3 Culture, childrearing and child development | 63 | ||
| 3.4 Acculturation and childrearing | 69 | ||
| 3.5 Childrearing in indigenous Sámi and majority Norwegian cultures: A comparative study | 72 | ||
| 3.6 General conclusions | 82 | ||
| 4 Social Disadvantage and Child Development | 92 | ||
| 4.1 Introduction | 93 | ||
| 4.2 Subcultures of social disadvantage | 94 | ||
| 4.3 Poverty and social disadvantage | 98 | ||
| 4.4 Effects of poverty on children | 102 | ||
| 4.5 Individual differences in susceptibility to effects of social disadvantage | 122 | ||
| 4.6 A theoretical framework for child development in conditions of poverty | 127 | ||
| 4.7 Conclusions | 130 | ||
| 5 Culture and Cognitive Development | 142 | ||
| 5.1 Introduction | 142 | ||
| 5.2 Models of the relationship between culture and intellectual functioning | 144 | ||
| 5.3 Theoretical perspectives | 147 | ||
| 5.4 Relationship between cognitive and social development | 163 | ||
| 5.5 Implications of the cultural context of cognitive development | 169 | ||
| 5.6 Summary and conclusions | 171 | ||
| 6 Language and Psychological Development | 178 | ||
| 6.1 Introduction | 179 | ||
| 6.2 Universal features and cultural variations across languages | 180 | ||
| 6.3 The role of language | 184 | ||
| 6.4 Bilingualism | 189 | ||
| 6.5 Summary and conclusions | 203 | ||
| 7 The Development of Cultural and Ethnic Identity | 209 | ||
| 7.1 Introduction | 210 | ||
| 7.2 Religion and ethnicity | 211 | ||
| 7.3 Prejudice and children’s understanding of ethnic groups | 214 | ||
| 7.4 Children’s ethnic attitudes | 218 | ||
| 7.5 Religious identity | 226 | ||
| 7.6 Social-psychological theories | 233 | ||
| 7.7 Summary and conclusions | 238 | ||
| 8. Culture in Applied Developmental Psychology | 247 | ||
| 8.1 Introduction | 247 | ||
| 8.2 Application of theory and research findings | 250 | ||
| 8.3 Implications for policy and practice | 265 | ||
| 8.4 Issues in applied developmental psychology and research | 285 | ||
| 8.5 Conclusions | 293 | ||
| Glossary | 302 | ||
| Author Index | 313 | ||
| Subject Index | 325 |