Showing papers in "New Directions for Child and Adolescent Development in 1988"
TL;DR: In this article, parents seek to promote the survival and success of their offspring, but their behavior is adapted to the socioeconomic and demographic conditions of agrarian and urban-industrial societies and further differentiated by local cultural traditions.
Abstract: Parents seek to promote the survival and success of their offspring, but their behavior is adapted to the socioeconomic and demographic conditions of agrarian and urban-industrial societies and further differentiated by local cultural traditions.
238 citations
TL;DR: For example, this paper found that cultural attitudes toward schooling differ if the observed cultural diversity is based on primary or secondary cultural differences, or if the cultural diversity can be inferred from the curriculum.
Abstract: Students of human development in ethnic-minority cultures must ascertain the culture's repertoire of competencies and the indigenous formulas by which those culturally diverse competencies are socialized. Cultural attitudes toward schooling differ if the observed cultural diversity is based on primary or secondary cultural differences.
150 citations
TL;DR: In this article, the authors describe the benefits of being encouraged to seek comprehension, freedom from urgent need for rewards, and dialogical interaction all aid mathematical understanding, and discuss the importance of these benefits.
Abstract: Encountering novel problems continuously, being encouraged to seek comprehension, freedom from urgent need for rewards, and dialogical interaction all aid mathematical understanding.
130 citations
TL;DR: For example, this article found that the surface features of school mathematics are more similar than different when compared across cultures, and even classrooms in different cultures appear to resemble one another in many respects.
Abstract: It might at first glance seem misguided to study cultural differences in learning by focusing on schools. Indeed, the surface features of school mathematics are more similar than different when compared across cultures, and even classrooms in different cultures appear to resemble one another in many respects. Yet schooling is a cultural institution, and more detailed analysis reveals the subtle and pervasive effects of culture as it impinges on children's learning of school mathematics – in the curriculum, in the organization and functioning of the classroom, and in the beliefs and attitudes about learning mathematics that prevail among parents and teachers. In this chapter, we will present some of what we have learned about the classrooms in which children learn mathematics in Japan, Taiwan, and the United States. The decision to compare mathematics learning in Asian and American classrooms is, of course, not arbitrary. We have known for some time now that American secondary school students compare poorly on tests of mathematics achievement with students from many other countries, but especially with students from Japan (Husen, 1967; McKnight and others, 1987; Travers and others, 1985). More recently, Asian-American differences in achievement have been found to exist as early as kindergarten and to be dramatic by the time children reach fifth grade. Stevenson, Lee, and Stigler (1986), for example, studied children from representative samples of fifth-grade classrooms in Sendai, Japan; Taipei, Taiwan; and Minneapolis, USA.
128 citations
TL;DR: Comparison of observed maternal behavior to infants in five cultures shows differences between agrarian and urban-industrial societies as well as culture-specific patterns related to each local context.
Abstract: Comparison of observed maternal behavior to infants in five cultures shows differences between agrarian and urban-industrial societies as well as culture-specific patterns related to each local context.
61 citations
TL;DR: In this paper, the authors explore hypotheses about cross-cultural differences in childrearing patterns using data from eight countries and find that cross-culture differences affect child rearing patterns.
Abstract: National sample data from eight countries are analyzed to explore hypotheses about cross-cultural differences in childrearing patterns.
60 citations
50 citations
TL;DR: In this article, the same children seem to acquire considerable mathematical knowledge without systematic teaching in everyday life, and this discrepancy in performance can be explained by the fact that mathematics is a stumbling block in school for many children.
Abstract: Mathematics is a stumbling block in school for many children, yet the same children seem to acquire considerable mathematical knowledge without systematic teaching in everyday life. How can this discrepancy in performance be understood?
48 citations
TL;DR: The childcare practices of mothers in suburban Boston seem to reflect the mothers' emphasis on cultural values such as independence and exploration to further cognitive development.
Abstract: The childcare practices of mothers in suburban Boston seem to reflect the mothers' emphasis on cultural values such as independence and exploration to further cognitive development.
47 citations
TL;DR: The process of identity formation among Black children is determined by cognitive maturation, current situational factors, and previous socialization influences, including the nature and quality of ego defenses as mentioned in this paper.
Abstract: The process of identity formation among Black children is determined by cognitive maturation, current situational factors, and previous socialization influences, including the nature and quality of ego defenses. Recent research and theory demonstrate the independence of Black racial attitudes and Black self-concept from early childhood through the adolescent years.
46 citations
TL;DR: An examination of Italian parents' goals and childrearing practices illustrates the role of culture in maintaining practices that are no longer serving an obvious adaptive function.
Abstract: An examination of Italian parents' goals and childrearing practices illustrates the role of culture in maintaining practices that are no longer serving an obvious adaptive function.
TL;DR: A developmental framework emphasizing stage-salient issues in infancy and toddlerhood can be applied toward the implementation of a transactional model of intervention.
Abstract: A developmental framework emphasizing stage-salient issues in infancy and toddlerhood can be applied toward the implementation of a transactional model of intervention.
TL;DR: Gusii patterns of reproduction and child care evolved in an agrarian setting in which land was abundant and children were scarce, with land now scarce and children abundant, parents continue to be resourceful and strategic in infant care.
Abstract: Gusii patterns of reproduction and child care evolved in an agrarian setting in which land was abundant and children were scarce. With land now scarce and children abundant, parents continue to be resourceful and strategic in their infant care, but they have not altered their reproductive goals.
TL;DR: A social-development theory of self is introduced as a framework for developmental psychopathalogy and Psychodynamic and Piagetian principles are viewed as building blocks within a broadened frame where both traditions are transformed.
Abstract: A social-development theory of self is introduced as a framework for developmental psychopathalogy. Psychodynamic and Piagetian principles are viewed as building blocks within a broadened frame where both traditions are transformed.
TL;DR: The findings resulting from an intensive field study of 14 mother-child pairs from Oxkutzcab Yucatan Mexico a town of 12000 made over 16 months in 1978-1979 with several follow-ups involving infant care and feeding morbidity growth and fertility behavior are discussed in terms of the LeVine theory of parental behavior.
Abstract: The findings resulting from an intensive field study of 14 mother-child pairs from Oxkutzcab Yucatan Mexico a town of 12000 made over 16 months in 1978-1979 with several follow-ups involving infant care and feeding morbidity growth and fertility behavior are discussed in terms of the LeVine theory of parental behavior. The women in 29 households were also surveyed for background information which is reported by 4 age cohorts. The town has a government clinic private physicians pharmacists and traditional healers. Young women have their 1st child at age 16.7-18.9 years and mean birth intervals of 23.2-24.7 months. Recently this population has entered the beginning of the demographic transition since their mortality rate has fallen from 223/1000 in the 19th century to 45.6-63.5/1000 live births; the fertility of women aged 26-35 averages 7 pregnancies and 5.6 live births and the birth interval fallen from 29.2-23.2 in this survey. Infant care in this culture emphasizes keeping the baby clean fat and quiet. Babies spend most of their 1st year in a hammock inside a dark hut cared for by the mother or if she is busy older children. Little eye contact or verbal interaction was observed. Young Yucatec women great value in formula feeding which is advised by both doctors and pharmacists as a remedy for the observed slower growth rate of bottle- fed children. Oral rehydration intravenous treatment and antibiotics are available to treat diarrhea. Exclusive breast feeding has fallen from 80% in women over 40 to 7.7% of women aged 15-29 and the age of weaning has fallen from 22-11 months. Bottle-feeding is associated with affluence modernity and successful child-rearing. The decreased maternal attention available for each child as a result of narrower birth intervals and the markedly greater morbidity in bottle-fed babies were not perceived by these parents.
TL;DR: There are nine ways of explaining how development goes right and how it goes wrong and which one is correct?
Abstract: There are nine ways of explaining how development goes right and how it goes wrong. Which one is correct? All of them.
TL;DR: As children's cognitive abilities develop and change over time, so must the way in which they understand their emotional worlds.
Abstract: As children's cognitive abilities develop and change over time, so must the way in which they understand their emotional worlds.
TL;DR: Therapy aimed at improving adolescents' affective and interpersonal functioning should be placed within a cognitive-developmental context.
Abstract: Therapy aimed at improving adolescents' affective and interpersonal functioning should be placed within a cognitive-developmental context.
TL;DR: 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.
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.
TL;DR: Swedish parents view pregnancy and early infancy as a time of great vulnerability despite the fact that Sweden has a very low infant mortality rate.
Abstract: Swedish parents view pregnancy and early infancy as a time of great vulnerability despite the fact that Sweden has a very low infant mortality rate.
TL;DR: This chapter hypothesizes relations between cognitive development and socioemotional development and uses Piaget's cognitive theory as a source of material, drawing selectively from it in order to construct a model of socioem emotional development.
Abstract: Two main approaches to applying Piaget's theory of cognitive development to the study of child psychopathology are represented in this chapter. In one approach, the authors hypothesize relations between cognitive development and socioemotional development. In the other, the authors use the cognitive theory as a source of material, drawing selectively from it in order to construct a model of socioemotional development.
TL;DR: Is the cognitive development of developmentally delayed autistic children the same as younger, normal children or does it differ in significant ways that have implications for the clinical assessment and treatment of these children?
Abstract: Is the cognitive development of developmentally delayed autistic children the same as younger, normal children or does it differ in significant ways that have implications for the clinical assessment and treatment of these children?