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Children's social worlds in cultural context

Author: Tiia Tulviste; Deborah L Best; Judith L Gibbons
Publisher: Cham : Springer, [2019] ©2019
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

This book addresses cultural variability in children's social worlds, examining the acquisition, development, and use of culturally relevant social competencies valued in diverse cultural contexts.

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Genre/Form: Electronic books
Cross-cultural studies
Additional Physical Format: Print version:
Tulviste, Tiia.
Children's Social Worlds in Cultural Context.
Cham : Springer, ©2019
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Tiia Tulviste; Deborah L Best; Judith L Gibbons
ISBN: 9783030270339 3030270335
OCLC Number: 1120722133
Description: 1 online resource : illustrations (some color)
Contents: 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 Tougu 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 PracticeRebeca Mejia 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: Conclusions3.4.1: Attention Management is Embedded in Cultural Practices Organizing Children's Learning3.4.2: A Focus on Practices Facilitates Studying Dynamic Processes Chapter 4: Culture, Communication and Socio-Cognitive Development: Understanding the Minds of OthersMele 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 Style4.6: Are Conversations about Mental States Important for Social Understanding across Cultures?4.7: Broadening our Conceptualization of Social Understanding4.8: Conclusions Chapter 5: Emotional Development: Cultural Influences on Young Children's Emotional CompetenceNicole 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 Rules5.4.2: 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 WorldKatelyn E. Poelker and Judith L. Gibbons 7.1: Defining Prosocial Behavior 7.2: Developmental Patterns of Prosocial Behavior7.3: Emotion Socialization, Social-Cognitive Processes, and Prosocial Behavior7.4: Gender Differences in Prosocial Behavior7.5: Motivations for Prosocial Behavior7.6: Cross-Cultural Prosocial Behavior in Early Childhood7.7: Circumstances that Promote Helping7.8: 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 TriadsHeidi Keller, Swantje Decker, and Paula Doege 9.1: Children's Dyadic Interactions 9.1.1: Interactions in the Family9.1.2: 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: Cooperation9.7: Gender Socialization9.8: 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 ContextAshley 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 Groups12.4: Variations in Children's Social Worlds, and Impact on Grandparental Roles12.5: Variations in Social Competencies Valued between Cultural Groups, and Their Impact on Grandparental Roles12.6: Conclusions Chapter 13: Japanese Preschool Approaches to Supporting Young Children's Social- Emotional DevelopmentAkiko 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 ChildcareJulian Busch and Birgit Leyendecker 14.1: Motives for Migration 14.2: Contexts of Refugees14.3: 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 Children14.3.3: Institutional Childcare Challenges Diverse Practices of Child Rearing 14.3.4: Functional Embeddedness of Childcare in a Society14.4: 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 Parents14.5.2: How Can Childcare for Recently Arrived Refugee Children BeOrganized?14.5.3: Adapted Childcare for Refugees: "Bridging Projects" in Germany14.6: 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 InstitutionsMegan 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
Responsibility: Tiia Tulviste, Deborah L. Best, Judith L. Gibbons, editors.

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