Child and Adolescent Development in Cultural Context
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A01=Doran C. French
A01=Jennifer E. Lansford
A01=Mary Gauvain
academic achievement
American Psychological Association
APA
Author_Doran C. French
Author_Jennifer E. Lansford
Author_Mary Gauvain
Category=JMC
Category=JMH
child development textbook
childhood
childhood development
children
conflict management
cultural anthropology
cultural differences
culture
culture and cognition
culture and cognitive development
culture and emotional development
culture and emotions
culture and family relationships
culture and linguistics
culture and peer relationships
culture and play
culture and work
delinquency
depression
development
development and culture
development of aggression
developmental psychology
ecological systems
effects of environment
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eq_isMigrated=1
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eq_nobargain
eq_non-fiction
eq_society-politics
family relationships
family studies
human development textbook
internalizing symptomology
language development and culture
leisure
methods for studying development and culture
morality
peer relationships
physical spaces
play
positive youth development
prosocial behavior
school
shyness
social withdrawal
sociolinguistics
sociology
substance use
theoretical perspectives
transition to ad
transition to adulthood
work
Product details
- ISBN 9781433833038
- Dimensions: 178 x 254mm
- Publication Date: 23 Mar 2021
- Publisher: American Psychological Association
- Publication City/Country: US
- Product Form: Paperback
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Human development doesn amp rsquo t occur in a vacuum. Rather, it is deeply rooted in, and affected by, culture.
This textbook examines how culture affects several domains of development, including cognition, emotion, sociolinguistics, peer relationships, family relationships, and more.
The chapters highlight differences between amp ldquo WEIRD amp rdquo cultures (Western, educated, and from industrialized, rich, and democratic countries) and non-WEIRD cultures, as well as differences with respect to gender, race/ethnicity, socioeconomic status, and other identity markers.
Each chapter draws upon a large research base and highlights specific studies to engage students, illustrate key points, and convey the role of empirical research in psychology. As a result, students will learn that the development of behavior, values, social relationships, ways of seeing the world, language, and thought processes cannot be understood separate from culture.
This textbook examines how culture affects several domains of development, including cognition, emotion, sociolinguistics, peer relationships, family relationships, and more.
The chapters highlight differences between amp ldquo WEIRD amp rdquo cultures (Western, educated, and from industrialized, rich, and democratic countries) and non-WEIRD cultures, as well as differences with respect to gender, race/ethnicity, socioeconomic status, and other identity markers.
Each chapter draws upon a large research base and highlights specific studies to engage students, illustrate key points, and convey the role of empirical research in psychology. As a result, students will learn that the development of behavior, values, social relationships, ways of seeing the world, language, and thought processes cannot be understood separate from culture.
Jennifer E. Lansford is a Research Professor at the Sanford School of Public Policy and Faculty Fellow of the Center for Child and Family Policy at Duke University. She earned her PhD in developmental psychology from the University of Michigan. Dr. Lansford leads the Parenting Across Cultures Project, a longitudinal study of mothers, fathers, and children from China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States. She has consulted for UNICEF on the evaluation of parenting programs in several low- and middle-income countries and on the development of a set of international standards for parenting programs.
Doran C. French is a Professor at the Department of Child Development and Family Studies at Purdue University. He earned his PhD in child psychology from the Institute of Child Development at the University of Minnesota. His research focuses on child and adolescent social competence with an emphasis on peer relationships (social status, popularity, friendship, social networks), conflict, developmental psychology (substance use, aggression, and loneliness), and Islam and child development. His work for the past 2 years has addressed the cultural context of social competence with continuing research in Indonesia and China.
Mary Gauvain is a Distinguished Professor of Psychology at the University of California, Riverside. She received her PhD in developmental psychology from the University of Utah. Dr. Gauvain is a developmental psychologist and her research investigates social and cultural contributions to cognitive development. She has studied children amp rsquo s learning inside and outside of school, children amp rsquo s knowledge of water and food contamination in the United States and Africa, and child development during cultural change. She is a Fellow of the American Association for the Advancement of Science, the American Educational Research Association, the American Psychological Association, and the Association for Psychological Science.
Doran C. French is a Professor at the Department of Child Development and Family Studies at Purdue University. He earned his PhD in child psychology from the Institute of Child Development at the University of Minnesota. His research focuses on child and adolescent social competence with an emphasis on peer relationships (social status, popularity, friendship, social networks), conflict, developmental psychology (substance use, aggression, and loneliness), and Islam and child development. His work for the past 2 years has addressed the cultural context of social competence with continuing research in Indonesia and China.
Mary Gauvain is a Distinguished Professor of Psychology at the University of California, Riverside. She received her PhD in developmental psychology from the University of Utah. Dr. Gauvain is a developmental psychologist and her research investigates social and cultural contributions to cognitive development. She has studied children amp rsquo s learning inside and outside of school, children amp rsquo s knowledge of water and food contamination in the United States and Africa, and child development during cultural change. She is a Fellow of the American Association for the Advancement of Science, the American Educational Research Association, the American Psychological Association, and the Association for Psychological Science.
