.

0 (hodnocen0 x )

(3) Půjčeno:3x 

BK

New York : Oxford University Press, 2003

xiii, 434 s. : il. ; 25 cm

ISBN 0-19-513133-9 (váz.) ISBN !978-0-19-513133-8 (chyb.)

Rozložená tit. s.

Obsahuje bibliografii na s. 371-414 a rejstřík

000252349

CONTENTS // I Orienting Concepts and Ways of Understanding // the Cultural Nature of Human Development 3 // Looking for Cultural Regularities 7 // One Set of Patterns: Children’s Age-Grading and Segregation // from Community Endeavors or Participation // in Mature Activities 8 // Other Patterns 9 // Orienting Concepts for Understanding Cultural Processes 10 // Moving Beyond Initial Assumptions 13 // Beyond Ethnocentrism and Deficit Models 13 // Separating Value Judgments from Explanations 17 // Diverse Goals of Development 18 // Ideas of Linear Cultural Evolution 18 // Moving Beyond Assumptions of a Single Goal of Human // Development 20 // Learning through Insider/Outsider Communication 24 // Outsiders’ Position 26 // Insiders’ Position 28 // Moving between Local and Global Understandings 29 // Revising Understanding in Derived Etic Approaches 30 // The Meaning of the "Same” Situation across Communities 32 // X // CONTENTS // 2 Development as Transformation of Participation // in Cultural Activities 37 // A Logical Puzzle for Researchers 38 // An Example: "We always speak only of what we see” 39 // Researchers Questioning Assumptions 41 // Concepts Relating Cultural and Individual Development 42 // Whiting and Whiting’s Psycho-Cultural Model 43 // Bronfenbrenner’s Ecological System 44 // Descendents 48 // Issues in Diagramming the Relation of Individual // and Cultural Processes 48 // Sociocultural-Historical Theory 49 // Development

as Transformation of Participation // in Sociocultural Activity 31 // 3 Individuals, Generations, and Dynamic Cultural Communities 63 // Humans Are Biologically Cultural 63 // Prepared Learning by Infants and Young Children 67 // Where Do Gender Differences Come From? 71 // Participation in Dynamic Cultural Communities 77 // Culture as a Categorical Property of Individuals versus // a Process of Participation in Dynamically Related // Cultural Communities 77 // The Case of Middle-Class European American // Cultural Communities 83 // Conceiving of Communities across Generations 89 // 4 Child Rearing in Families and Communities 102 // Family Composition and Governments 104 // Cultural Strategies for Child Survival and Care 106 // Infant-Caregiver Attachment in // Maternal Attachment under Severe Conditions in // Infants’ Security of Attachment 114 // Attachment to Whom? 116 // Family and Community Role Specializations 118 // Extended Families 118 // Differentiation of Caregiving, Companion, and Socializing Roles 121 // Sibling Caregiving and Peer Relations 122 // The Community as Caregiver 128 // Children’s Participation in or Segregation from Mature // Community Activities 133 // Access to Mature Community Activities 133 // CONTENTS xi // "Pitching in” from Early Childhood 135 // Excluding Children and Youth from Labor- // and from Productive Roles 138 // Adults "Preparing” Children or Children Joining Adults 140 // Engaging in Groups or Dyads 141 // Infant

Orientation: Face-to-face with Caregiver versus Oriented // to the Group 142 // Dyadic versus Group Prototypes for Social Relations 144 // Dyadic versus Multiparty Group Relations in Schooling 147 // 5 Developmental Transitions in Individuals" Roles // in Their Communities 150 // Age as a Cultural Metric for Development 152 // Developmental Transitions Marking Change in Relation to // the Community 157 // Rates of Passing Developmental "Milestones” 159 // Age Timing of Learning 160 // Mental Testing 161 // Development as a Racetrack 162 // According Infants a Unique Social Status 163 // Contrasting Treatment of Toddlers and Older Siblings 164 // Continuities and Discontinuities across Early Childhood 165 // Responsible Roles in Childhood 168 // Onset of Responsibility at Age 5 to 7? 169 // Maturation and Experience 170 // Adolescence as a Special Stage 171 // Initiation to Manhood and Womanhood 174 // Marriage and Parenthood as Markers of Adulthood 176 // Midlife in Relation to Maturation of the Next Generation 179 // Gender Roles 181 // The Centrality of Child Rearing and Household Work in Gender // Role Specializations 183 // Sociohistorical Changes over Millennia in Mothers’ and Fathers’ // Roles 184 // Sociohistorical Changes in Recent Centuries in U.S. Mothers’ and // Fathers’ Roles 186 // Occupational Roles and Power of Men and Women 190 // Gender and Social Relations 192 // 6 Interdependence and Autonomy 194 // Sleeping "Independently”

195 // Comfort from Bedtime Routines and Objects 197 // Social Relations in Cosleeping 197 // 00 // X11 // CONTENTS // Independence versus Interdependence with Autonomy 200 // Individual Freedom of Choice in an Interdependent System 202 // Learning to Cooperate, with Freedom of Choice 203 // Adult-Child Cooperation and Control 207 // Parental Discipline 208 // Teachers’ Discipline 211 // Teasing and Shaming as Indirect Forms of Social Control 217 // Conceptions of Moral Relations 221 // Moral Reasoning 221 // Morality as Individual Rights or Harmonious Social Order 222 // Learning the Local Moral Order 224 // Mandatory and Discretionary Concepts in Moral Codes 225 // Cooperation and Competition 227 // Cooperative versus Competitive Behavior in Games 228 // Schooling and Competition 229 // 7 Thinking with the Tools and Institutions of Culture 236 // Specific Contexts Rather Than General Ability: Piaget around the // World 238 // Schooling Practices in Cognitive Tests: Classification and Memory 241 // Classification 242 // Memory 243 // Cultural Values of Intelligence and Maturity 246 // Familiarity with the Interpersonal Relations used in Tests 247 // Varying Definitions of Intelligence and Maturity 249 // Generalizing Experience from One Situation to Another 253 // Learning to Fit Approaches Flexibly to Circumstances 255 // Cultural Tools for Thinking 258 // Literacy 258 // Mathematics 261 // Other Conceptual Systems 266 // Distributed Cognition in the Use of Cultural Tools

// for Thinking 2/0 // Cognition beyond the Skull 271 // Collaboration in Thinking across Time and Space 2/2 // Collaboration Hidden in the Design of Cognitive Tools and // Procedures 274 // An Example: Sociocultural Development in Writing Technologies and // Techniques 276 // Crediting the Cultural Tools and Practices We Think With 278 // CONTENTS xiii // 8 Learning through Guided Participation in Cultural Endeavors 282 // Basic Processes of Guided Participation 285 // Mutual Bridging of Meanings 285 // Mutual Structuring of Participation 287 // Distinctive Forms of Guided Participation 301 // Academic Lessons in the Family 302 // Talk or Taciturnity, Gesture, and Gaze 310 // Intent Participation in Community Activities 317 // 9 Cultural Change and Relations among Communities 327 // Living the Traditions of Multiple Communities 329 // Conflict among Cultural Groups 331 // Transformations through Cultural Contact across Human History 334 // An Individual’s Experience of Uprooting Culture Contact 335 // Community Changes through Recent Cultural Contacts 337 // Western Schooling as a Locus of Culture Change 340 // Schooling as a Foreign Mission 342 // Schooling as a Colonial Tool 344 // Schooling as a Tool of U.S. Western Expansion 346 // The Persistence of Traditional Ways in Changing Cultural // Systems 347 // Contrasting Ideas of Life Success 350 // Intervention in Cultural Organization of Community Life 332 // Dynamic Cultural Processes: Building on More Than One Way

355 // Learning New Ways and Keeping Cultural Traditions in Communities // Where Schooling Has Not Been Prevalent 356 // Immigrant Families Borrowing New Practices to Build on Cultural // Traditions 358 // Learning New Ways and Keeping Cultural Traditions in Communities // Where Schooling Has Been Central 360 // Cultural Variety as an Opportunity for Learning-for Individuals and // Communities 361 // The Creative Process of Learning from Cultural Variation 362 // A Few Regularities 366 // Concluding with a Return to the Orienting Concepts 367 // References 371 // Credits 413 // Index 413