Developmental Transitions in Individuals’ Roles in their Communities

1. Developmental Transitions in Individuals’ Roles in their Communities Chapter 5

2. 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

3. 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.

4. 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)

5. 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.

6. 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

7. 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.

8. 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.

9. 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.

10. 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.