Chapter 1: An Introduction to the Role of Culture in Children’s Social World
Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons
Section I: What Children Learn
Chapter 2: Children’s Social Development: Developing Selves and Expanding Social Worlds
Pirko Tõugu
2.1: Play in Different Cultural Contexts
2.2: Gender Differences in Play
2.3: Socialization of Social Rules in Peer Play
2.4: Reminiscing and Personal Recollections
2.5: Gender Differences in the Development of Recollections
2.6: Conclusions
Chapter 3: Children’s Management of Attention as Cultural Practice
Rebeca Mejía Arauz, Amy L. Dexter, Barbara Rogoff, and Itzel Aceves-Azuara
3.1: Cultural Differences in Attention to Surrounding Events
3.1.1: Cultural Differences in Third-party Attention
3.1.2: Cultural Differences in Simultaneous Attention
3.2: Attentiveness is an Aspect of How Learning is Organized
3.3: Patterns of Attention across Five Communities in Two Nations
3.3.1: The Five Communities
3.3.1.1: Two Communities with Indigenous Practices
3.3.1.1.1: Indigenous Heritage Mexican Town
3.3.1.1.2: Pueblo US Immigrant
3.3.1.2: Three Extensively Schooled Communities
3.3.1.2.1:European-American Middle-Class
3.3.1.2.2: Cosmopolitan Mexican
3.3.1.2.3: Nouveau Cosmopolitan Mexican
3.3.2: Children’s Attention during an Informal Demonstration
3.3.2.1: Simultaneous Attention
3.3.2.2: Alternating Attention
3.4: Conclusions
3.4.1: Attention Management is Embedded in Cultural Practices Organizing Children’s Learning
3.4.2: A Focus on Practices Facilitates Studying Dynamic Processes
Chapter 4: Culture, Communication and Socio-Cognitive Development: Understanding the Minds of Others
Mele Taumoepeau
4.1: Theory-of-Mind Understanding across Cultures
4.2: Cross-cultural Variations in Theory-of-Mind Performance
4.3: Theories of Social Understanding
4.4: Social Correlates of Theory-of-Mind
4.4.1: Talking about the Child’s and Others’ Minds
4.4.2: Reminiscing and Mental State Understanding
4.5: Cross-cultural Differences in Parental Interaction Style
4.6: Are Conversations about Mental States Important for Social Understanding across Cultures?
4.7: Broadening our Conceptualization of Social Understanding
4.8: Conclusions
Chapter 5: Emotional Development: Cultural Influences on Young Children’s Emotional Competence
Nicole B. Capobianco, Caitlin D. Bush, and Deborah L. Best
5.1: Early Emotional Development
5.1.1: Primary, Basic Emotions
5.1.2: Secondary, Self-Conscious Emotions
5.2: Emotional Competence
5.2.1: Emotional Expressiveness
5.2.2: Emotion Knowledge
5.2.3: Emotion Regulation
5.3: Emotion Socialization
5.4: Agents of Emotion Socialization
5.4.1: Parents
5.4.1a: Social Referencing
5.4.1b: Joint Emotional Reminiscing
5.4.1c: Display Rules
5.4.2: Peers
5.4.3: Teachers
5.5: Differences in Emotion Socialization
5.5.1: Gender Differences
5.5.2: Socioeconomic Status Differences
5.6: Conclusions
Chapter 6: Young Children’s Gender Development
Deborah L. Best and Judith L. Gibbons
6.1: Biology and Gender
6.2: Socialization of Gender
6.2.1: Importance of Child Gender for Parents
6.2.2: Parent Expectations and Behavior
6.2.2a: Parent Expectation
6.2.2b: Parent Behaviors
6.2.2c: Task Assignment
6.2.3: Peer Influences
6.2.4: Children’s Self-Socialization
6.3: Children’s Gendered Behaviors and Beliefs
6.3.1: Gender Schemes and Preferences
6.3.2: Gender Activities and Tasks
6.3.3: Gender Behavior Differences
6.3.4: Gender Stereotypes
6.3.5: Gender Non-Conforming Children
6.4: Conclusions
Chapter 7: Sharing and Caring: Prosocial Behavior in Young Children around the World
Katelyn E. Poelker and Judith L. Gibbons
7.1: Defining Prosocial Behavior
7.2: Developmental Patterns of Prosocial Behavior
7.3: Emotion Socialization, Social-Cognitive Processes, and Prosocial Behavior
7.4: Gender Differences in Prosocial Behavior
7.5: Motivations for Prosocial Behavior
7.6: Cross-Cultural Prosocial Behavior in Early Childhood
7.7: Circumstances that Promote Helping
7.8: Conclusions
Chapter 8: Peer Interactions: Culture and Peer Conflict during Preschool Years
Anni Tamm
8.1: Autonomy and Relatedness Values Shape Peer Interactions
8.2: Methodological Issues in Studies on Early Peer Conflict
8.2.1: Definition of Conflict
8.2.2: Real or Hypothetical Conflicts
8.2.3: Situational Factors
8.2.4: Children’s Age
8.3: The Role of Culture in Early Peer Conflict
8.3.1: North America and East Asia
8.3.2: East Asia
8.3.3: Middle East
8.3.4: Western and Southwestern Europe
8.4: Conclusions
Chapter 9: Together or Better Singular? German Middle Class Children’s Problem Solving in Dyads and Triads
Heidi Keller, Swantje Decker, and Paula Döge
9.1: Children’s Dyadic Interactions
9.1.1: Interactions in the Family
9.1.2: Children’s Interactions outside the Family: Teachers and Caregivers
9.1.3: Free Play and Autonomy
9.2: Children’s Play Patterns
9.3: Culture and Mothers’ Level of Education
9.4: Other Variables that Affect Cooperation
9.5: A Study of Children’s Cooperation’
9.6: Socialization within Western Middle Class Familiesl
9.6.1: Psychological Autonomy
9.6.2: Cooperation
9.7: Gender Socialization
9.8: Implications
9.9: Conclusions
Section II: Socialization of Young Children
Chapter 10: Parenting: Talking with Children across Cultural Contexts Tiia Tulviste
10.1: Cultural Variability in Social Context at Home
10.2: Family Conversations and Learning to Talk
10.3: Ways of Talking with Children
10.4: Culturally Valued Ways of Talking
10.5: Family Conversations across Interaction Contexts
10.6: Learning to Talk in Culture-specific Ways
10.7: Cultural Meaning of Speech Addressed to Children
10.8: Culturally Valued Conversational Topics
10.9: Children’s Contributions
10.10: Changing Developmental Contexts
10.11: Conclusions
Chapter 11: The Sibling Relationship in Ecocultural Context
Ashley E. Maynard
11.1: An Ecocultural Theory of Sibling Relationships
11.2: Finding Out about Siblings
11.3: Who Is a Sibling?
11.4: Influences on Sibling Interactions in Western Cultural Groups
11.5: How Do Siblings Relate in Non-Western Cultural Groups?
11.5.1: Sibling Caretaking
11.6: Influences of Sibling Interactions on Social and Emotional Development
11.7: Influences of Sibling Interactions on Cognitive Development
11.7.1: Sibling Teaching
11.8: The Impact of Sibling Interactions on Language Development
11.9: Conclusions
Chapter 12: The Roles of Grandparents in Child Development: A Cultural Approach
David W. Shwalb, Ziarat Hossain, and Giovanna Eisberg
12.1: Grandparents’ Influences on Young Grandchildren
12.2: Grandparents’ Influences on Parents of Young Children
12.3: Comparisons of Grandparents within and between Cultural Groups
12.4: Variations in Children’s Social Worlds, and Impact on Grandparental Roles
12.5: Variations in Social Competencies Valued between Cultural Groups, and Their Impact on Grandparental Roles
12.6: Conclusions
Chapter 13: Japanese Preschool Approaches to Supporting Young Children’s Social- Emotional Development
Akiko Hayashi
13.1: Method
13.1.1: The Teddy Bear Fight
13.1.2: Mimamoru: The Logic of Watching and Waiting
13.2: Sympathetic Identification and Legitimate Peripheral Participation
13.3: Collective Regulation
13.4: Providing Opportunities for Peripheral Participation
13.4.1: Seeing Both Individuals and Groups
13.5: Childlike Children
13.6: Taking a Long Perspective
13.7: Conclusions
Section III: Children in Unique and Challenging Circumstances
Chapter 14: Socialization and Development of Refugee Children: Chances of Childcare
Julian Busch and Birgit Leyendecker
14.1: Motives for Migration
14.2: Contexts of Refugees
14.3: Childcare as a Complementing Context for the Development and Socialization of Refugee Children
14.3.1: Aims and Challenges in Childcare with Refugees
14.3.2: Transitions of Refugee Children
14.3.3: Institutional Childcare Challenges Diverse Practices of Child Rearing
14.3.4: Functional Embeddedness of Childcare in a Society
14.4: Understanding the Influence of Diverse Contexts on Child Development and Socialization
14.4.1: Physical and Social Settings
14.4.2: Customs of Childcare
14.4.3: Psychology of the Caretakers
14.4.4: Complex Developmental Niches for Refugee Children
14.5: Adapting Childcare for Diverse Families
14.5.1: Effects of Childcare
14.5.1a: Pre-academic Skills
14.5.1b: Socio-emotional Development
14.5.1c: Establishing Partnerships with Refugee Parents
14.5.2: How Can Childcare for Recently Arrived Refugee Children BeOrganized?
14.5.3: Adapted Childcare for Refugees: “Bridging Projects” in Germany
14.6: Conclusions
Chapter 15: Children’s Perspectives of Risk and Protection
Yael Ponizovsky-Bergelson, Dorit Roer-Strier, Yael Dayan and Nira Wahle
15.1: Risk and Protection Discourse in Israel
15.2: Context-Informed Perspective on Risk and Protection
15.3: Children’s Perspectives
15.4: Purpose and Procedure of Current Study
15.5: Findings of Children’s Perspectives on Risk and Protection
15.5.1: Behavior that Prevents Danger (Risks).
15.5.2: Protection from Danger
15.6: Influence of Context
15.7: Conclusions
Chapter 16: Young Children in Institutional Care: Characteristics of Institutions, Children’s Development, and Interventions in Institutions
Megan M. Julian, Junlei Li, Annie Wright, and Pamela A. Jimenez-Etcheverria
16.1: Social Environments of Institutions around the World
16.1.1: Russia
16.1.2: China
16.1.3: Ghana
16.1.4: Chile
16.2: Development of Children Who Have Experienced Institutional Care
16.3: Interventions to Improve Social-Emotional Care within Institutions
16.3.1: The St. Petersburg-USA Project
16.3.2: Simple Interactions
16.4: Conclusions
Section IV: Conclusions
Chapter 17: Children’s Culturally Enriched Social Development
Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons
