Parenting and socioemotional development in infancy and early childhood

Autor(en): Keller, Heidi
Stichwörter: ATTACHMENT; CHILDRENS; COGNITION; CULTURE; Developmental pathways; EUROPEAN-AMERICAN; EXPRESSIONS; Infancy; MOTHERS; Psychology; Psychology, Developmental; SELF; SOCIAL-RESPONSIBILITY; SOCIALIZATION
Erscheinungsdatum: 2018
Herausgeber: ACADEMIC PRESS INC ELSEVIER SCIENCE
Journal: DEVELOPMENTAL REVIEW
Volumen: 50
Ausgabe: A, SI
Startseite: 31
Seitenende: 41
Zusammenfassung: 
This paper is based in a conception of culture that is rooted in contextual/demographic parameters. It is argued that the degree of formal education is influencing the age of first parenthood, the number of children and family composition. Particular norms and values as well as behavioral conventions are related to the socio demographic milieus. Socialization goals, parenting beliefs and parenting behaviors are framed by these cultural models. Two prototypical cultural models, psychological autonomy with psychological relatedness, characteristic for Western middle class parents and hierarchical relatedness with action autonomy, characteristic for non Western rural farmers will be outlined with respect to children's learning environments during infancy. Consequences for socioemotional development will be highlighted with respect to children's socio emotional development. It is important to apply mixed method methodologies to assess local meaning systems along with behavioral observations. It is concluded that one system cannot be evaluated according the assumptions and values of another other system - a practice that unfortunately is widespread. Implications for application are discussed and ethical challenges are diagnosed.
ISSN: 02732297
DOI: 10.1016/j.dr.2018.03.001

Show full item record

Page view(s)

4
Last Week
0
Last month
0
checked on Feb 28, 2024

Google ScholarTM

Check

Altmetric