Enculturation and Development Flashcards
Shared intentionality
Humans have the ability to share intentions with eachother and understand them.
Shared intentionality predisposes us for complex cooperation (Tomasello)
Enculturation
The process by which we learn and adopt the ways and manners of our specific culture
Socialization
The process by which we learn and internalize the rules and patterns of the society in which we live
Socialization (and enculturation) agents
The people, institutionns, and organizations that help ensure that socialization (and enculturation) occur
Universal enculturation/socialization
Humans want to be competent, productive adults and members of their group
Culture-specific enculturation and socialization
What it means to be competent and productive
Bronfrenbrenner’s ecological systems
Microsystem: the individual and immedaite environment
Mesosystem: connections between microsystems
Exosystem: external environment that influences
Macrosystem: attitudes, ideologies and culture (cultural and social factors)
Chronosystem: influence of time
Parenting in different circumstances
Cultural differences have effect on parenting in different circumstances, especially during harsh environments
Parents goals, beliefs and parental ethnotheories
Goals: explicit goals
Beliefs: ideas about parental roles
Parental ethnotheories: cultural belief systems
Modernization theory
Convergence hypothesis
Patterns change with urbanization and industrialization and makes for more individualization
Value of Children (VOC)
Why do people have children?
- economic/utilitarian
- psychological
Economic/utilitarian value of children
Majority of the world has this as reasoning for children
- less developed
- old age support
Psychological value of children
Minority of the world has this as reasoning for children
- love and joy from and for the child
Continued family inter-dependencies
- traditional interdependence
- independence
- autonomous-related
Traditional interdependence
- in family
Material and emotional interdependence
Independence
- in family
Material and emotional independence
Autonomous-related
- in family
Material independence but emotional/psychological interdependence
Independence as parenting goal
Pursuing own goals and uniqueness
- often in urban middle-class in modern (post-) industrialized societies
Interdependence as parenting goal
Maintenance of social hamony, respect towards elders and obedience
- often in rural farmers with no/low formal schooling
Autnomous related parenting goal
Mixture of Independence and interdependence
- often in urban middle-class in more traditionally interdependent societies
Independent parenting strategy
- Face-to-face contact and object stimulation
- less body contact and body stimulation
- exclusivity of mother-child dyad
- baby as equal with individuality, own will and own preferences
Interdependent parenting strategy
- more body contact and body stimulation
- less face-to-face contact and object stimulation
- tight social network
- child as apprentice
Autonomous-related parenting strategy
Mixed strategy of both independence and interdependence
- exclusive mother-child dyad in a tight social network
Baumrinds parenting styles
- authorative parenting
- authoritarian parenting
- permissive parenting
- uninvolved parenting
Authorative parenting
High levels of warmth and high levels of involvement/control
Authoritarian parenting
Low levels of warmth and high levels of involvement/control
Permissive parenting
High levels of warmth and low levels of involvement/control
Uninvolved parenting
Low levels of warmth and low levels of involvement/control
Variation in parenting
Warmth and responsiveness differ a lot in different parentings
- discipline
- stimulation/teaching
Co-sleeping
Interdependence: bonding with children
Independence: spouserelationship and self-sufficient children
General implications for ageing societies
- individuals in western societies are economically independent
- care facilities, homes for the elderly
- ageing societies may require different solutions - and family models
Temperament
Biologically based style of interacting and responding to the environment that exists from birth
- easy: adaptable, mild
- difficult: intense, irregular
- slow-to-warm-up: infant needs time to make transitions
Goodness of fit
The degree of which a childs temperament matches the expectations and the values of the parent, environment and the culture
–> What might be difficult in one setting can be adaptive in another!
Dimensions of temperament
- activity level
- smiling and laughter
- fear
- distress to limitations
- soothability
- duration of orienting
Why is temperament different
Reasons for differences in temperament from a developmental contextualism perspective
- genetics
- reproductive histories
- environmental and cultural pressures over generations
Cultural experiences of mother during pregnancy
Complex interplay between multiple factors
Attachment
Special bond that develops between the infant and the primary caregiver
- provides the infant with emotional security
- quality of attachment has lifelonf effects on the relationship with loved ones
Bowlby’s evolutionary theory
- Infants have a preprogrammed, biological basis for becoming attached to their caregivers
- attachment relationship between caregiver and child is a survival strategy
Three times of attachment
- Bowlby
- Secure
- Ambivalent
- Avoidant
Psychological autonomy
There are strong emotional bonds between infants and one or few caregivers. Infants are conceptualized as autonomous, unique individuals
Hierarchical relatedness
Infants in this cultural environment have a sense of security not based on a specific caregiver or relationship, but security within a network of community members
Hybrid of psychological autonomy and hierarchical relatedness
This cultural model emphasizes unique attachment relationships with one or few caregivers and at the same time, view the social community as another integral part of the network of attachment
Piaget’s stage model of development
Sensorimotor –> pre-operational –> operational –> postoperational
Cultural assessment Piaget
- Piaget’s stages occur in the same fixed order in other cultures
- cultural variations exist at the age where children in different societies reach thirs and fourt Piagetian stages
- the order in which children acqurie specific skills within Piaget’s stages varies
- different societies value and reward different skills and behaviors
Stage model of Kohlberg
Preconventional
conventional
postconventional
Cross-cultural assesment of Kohlberg
- Stage 1 and 2 seem universal
- highest stage (postconventional) is not convincing
- people from different cultures reason differently about moral dilemmas
