Developmental Transitions in Individuals’ Roles in their Communities Chapter 5

Developmental Stages and Outcomes as a Function of Culture Chronological Many cultures do not recognize as a developmental marker Mayan community How effective is age as a marker for development in U.S. The 20th century represents a period when Americans began to use age as a measure of development and celebrate birthdays. Marker of industrialization, science, & technology age

Developmental Markers and Outcomes as a Function of Culture Task completion (execution) Navajo culture: The infant’s first laugh symbolizes first steps towards communication and inevitable leadership. Ameroon (West Africa): Infant’s transition into personhood is marked by parents naming the child. This does not occur until about 7 days after birth. Prior to this point, they are considered ancestors in spirit form. European American: In many middle-class families, the infant’s smiles and demonstration of communication are key developmental milestones.

Rites of Passing Developmental “Milestones” European American middle-class families stress early verbal articulateness and assertiveness Italian families assess growing maturity to be a function of sensitivity to the needs of others and graciousness in entering and exiting social situations African infants typically surpass U.S. infants in sitting up and walking, but not in crawling or climbing stairs Cultural factors Wogeo, New Guinea, infants discouraged from crawling or walking until the end of 2nd year (generally takes a couple days to learn)

Cognitive Development and Learning Alfred Binet The charge to assess dull or slow learners Development of IQ test Jean Piaget’s Swiss Institute Sequence of stages in thinking (cognitive) development is emphasized American researchers work to demonstrate Piagetian stages at earlier ages than the approximate ages that Piaget and colleagues had identified. Preoccupation with age, task completion, and competition.

Assumptions about the linearity of development Educators in U.S. and French tend to assume that development is linear and unidimensional Cultures who do not share in this view may be at a disadvantage when assessed by researchers who assume linearity East African Community

Contrasting Developmental Expectations American parents rush children to development, assuming this will give them a competative edge in adulthood In other cultures, younger children are not expected to possess certain social skills (i.e., skills of sharing, boundaries) In Mayan families, older siblings are expected to accommodate the wishes of younger siblings regarding sharing. Rarely do parents have to intervene due to sibling conflicts. Middle-class European American children tend to tussle or compete over objects. Parents typically encourage siblings to share. Less distinction of social expectations is provided for children between 1 and 5 years of age compared to Mayan culture.

U.S. Households and the extended Families The census of the year 2000 revealed that 4% of U.S. households included three generations. 26% of U.S. households containing only one person.

Culture, Households, and the extended Families In many minority groups, grandparents (other kin) are a part of the daily routines of children African American American Indian Latino India Japanese American families While this is sometimes for economic reasons, it is also related to cultural based values on collective child-rearing.

Culture, Households, and the extended Families, Cont. 64% of Hawaiian middle-class Japanese American families report grandparents and/or parent’s siblings to play a key role in child-rearing 6% of middle-class Caucasian American families in Hawaii purported the same Caucasian families generally rely on day care, preschools, baby-sitters, and after-school programs. 19% of the Japanese American families (with similar employment) used these alternative means for child care.