Acquiring culture : cross cultural studies in child development
著者
書誌事項
Acquiring culture : cross cultural studies in child development
(Psychology revivals)
Psychology Press, 2015, c1988
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references(p. 307-333) and index
"First published in 1988 by Croom Helm, Reprited 1989 by Routledge" -- T.p. verso
内容説明・目次
内容説明
Until the 70s and 80s anthropologists studying different cultures had mainly confined themselves to the behaviour and idea systems of adults. Psychologists, on the other hand, working mainly in Europe and America, had studied child development in their own settings and simply assumed the universality of their findings. Thus both disciplines had largely ignored a crucial problem area: the way in which children from birth onwards learn to become competent members of their culture. This process, which has been called 'the quintessential human adaptation', constitutes the theme of this volume, originally published in 1988.
It derives from a workshop held at the London School of Economics which brought together fieldworkers who in their studies had paid more than usual attention to children in their cultures. Their experience and foci of interest were varied but this very diversity serves to illuminate different facets of the acquisition of culture by children, ranging in age from pre-verbal infants to adolescents.
Evolutionarily primed for culture-learning, children are responsive to a rich web of influences from subtle and indirect as in their music and dance to direct teaching in the family guided by culture-specific ideas about child psychology. Some of the salient things they learn relate to gender, status and power, critical for the functioning of all societies.
The introductory essay provides the necessary historical background of the development of child study in both anthropology and psychology and outlined how future research in the ethnography of childhood should proceed. The book concludes with an annotated bibliography providing a guide to the literature from 1970 onwards.
目次
Preface. Gustav Jahoda and I.M. Lewis Introduction: Child Development in Psychology and Anthropology Part 1: Non-verbal Processes in the Acquisition of Culture 1. Colwyn Trevarthen Universal Co-operative Motives: How Infants Begin to Know the Language and Culture of their Parents 2. John Blacking Dance and Music in Venda Children's Cognitive Development 1956-8 3. Angela Hobart The Shadow Play and Operetta as Mediums of Education in Bali Part 2: Cognitive Development and Indigenous Psychology 4. Signe Howell From Child to Human: Chewong Concepts of Self 5. Joanna Overing Personal Autonomy and the Domestication of the Self in Piaroa Society 6. Ida Nicolaisen Concepts and Learning Among the Punan Bah of Sarawak Part 3: Cognitive Development, Gender and Hierarchy 7. Christina Toren Children's Perceptions of Gender and Hierarchy in Fiji 8. Katherine Platt Cognitive Development and Sex Roles on the Kerkennah Islands of Tunisia 9. Tarama Dragadze Sex Roles and State Roles in Soviet Georgia: Two Styles of Infant Socialisation. Christina Toren Annotated Bibliography: Recent Studies of Ethnography of Childhood. Index
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