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Cultural considerations
the specific behaviors that people acquire, the precise content of their conditioning, varies considerably from group to group
Adult conditioning
People learn new behaviors / new way to perform already conditioned behaviors
The process of cultural conditioning
While conditioning occurs mostly in early childhood, adults continue to be conditioned as they acquire new behaviors throughout their life
Childhood conditioning
Infants and young children learn such basic activities of life as eating, walking, talking, dressings, etc.
5 steps of cultural conditioning
Observation / instruction
Imitation
Reinforcement
Internalization
Spontaneous manifestation
Observation / instruction
At this stage, you are only beginning to become aware of a particular behavior but have not yet tried to do it yourself. Taking the example of eating with your hands, you may have observed how it is done, or someone may have told you how it is done.
Imitation
Now you actually try to carry out the activity; you sit down at a table and begin eating with your hands. At this stage, it is awkward for you, and you’re conscious all the while of what you’re doing, trying not to make mistakes. You may have difficulty concentrating on a conversation, for all your attention is on the act of eating.
Reinforcement
As you eat, people encourage you when you do it right and correct you when you are wrong. Over the course of several meals, you naturally try to do what they tell you.
Internalization
Without needing much reinforcement, over time and with practice, you now
know how to eat with your hands. You may still have to pay attention to what
you’re doing, but not as much as during stages 2 and 3.
Spontaneous manifestation
Now you’re able to eat “the right way” without paying any conscious attention
to what you’re doing. It comes naturally; as you eat, you’re aware of other
things, not the act of eating
Piece of the pyramid #1: attachment
a mutual effective, enduring relationship between 2 individuals
Influences on later relationships
Bowlby and attachment theory
First one to talk about attachment
Types of attatchment
secure
Insecure - avoidant
Insecure - resistant
Disorganized
Challenges to bowlby and ainsworth
Ainsworth was aware that culture shaped the attatchment relationship
Core of SS
Caregiver child relationships - obligations
Does time away from caregiver influences interactions?
Core of SS
Exploration, independence, and caregiver separation
Responsiveness
Often promote self expression
U.S. vs. Others
Coding
What are local, cultural practices / values?
Modifications to what behavior are recorded & coded
Expression of exploration
exploration may be expressed different
May use the other ways to learn about their world / understand the role of a secure base
Use of indigenous researchers
Using people who are from those communities to be apart of the process
Piece of the Pyramid #2: Parenting
cultural values reinforce and shape parental beliefs and practices → what cultural values, skills, behaviors, do parents think child should have
Parental ethnotheory hierarchy model
shapes child’s developmental outcome
Settings child in, types of play
A parents general beliefs
To study parenting styles, baumrind used:
Interviews and observations of middle income, American parents and their children
Two dimensions as baumrind anchor points
Parent warmth / affection (responsiveness)
Parent strict / control (demand)
Authoritarian parenting
strict
Use physical punishment
Rarely praise child
Value obedience
Permissive parenting
accepting / loving
Non-demanding
Rarely punish
Value self-regulation
Authoritative parenting
accepting and responsive
Use reasoning techniques
Openly negotiate and compromise
Value individually for the child
Uninvolved / neglectful parenting
self absorbed
Don’t give child affection
Traditional parents
combine stern with love
Use discipline
Religion as a core family value
Chinese parenting style
optimal parenting
Emphasize parental involvement
Parental control in supportive way
Korean parenting
fairness and parental control
Coexists with love and affection
Physical and reasoning techniques for discipline
Arab/mixed parenting
Use mixed parents styles
Piece of the pyramid #3: formal learning
Schools and socializing agents → learning in formal settings
Learning in formal settings
structured curriculum and class schedules
Complete assignments that emphasize independent thinking
Attended schools with mixed age classrooms
Classic Vygotsky
Role of culture, how it shapes what we learn
Teaching in eastern (china and Taiwan)
most instruction is teacher led
Students are quiet, complete work, passive
Respect elders
Western teaching (u.s)
student is active learner
Student centered, group work
East learning style
role memorization / drills
Recall facts
West learning styles
conceptual learning
Critical thinking
Problem solving skills
Encourage to ask questions
Teacher student relationship east
teacher is authority figure
Obedience / respect
Teacher send knowledge to students
Teacher student relationships west
active dialogue between student and teacher
Interactive and approachable
Parental beliefs → academic outcomes : east
Childs effort and hard work = academic outcomes
Success = do hard tasks
Parental beliefs → academic outcomes : West
success = intellectual ability
Intelligence = innate talent
Cross-cultural apprenticeships
vygotsky believed apprenticeship in learning
Adults job to show kid how to do something
Learning skills to help them become successful adults
apprenticeships Germany
Common for vocational and education training
See what they wanna do as adult
apprenticeships Italy
Cheese and winemaking
apprenticeships Kpelle in Liberia
Learn to weave cloth
apprenticeships Peru
Pottery
Self-fulfilling prophecy
Predicts that peoples expectations about an individuals behavior will lead that individual to behave in ways that meet those expectations
Self - esteem
The evaluative component of our self-concept that relates to our own self-worth
Self-efficacy
Confidence we have in our own abilities to perform tasks
Piece of the pyramid #4: informal learning
Play as a content for socialization → learning in informal settings
Play
universal
Encouragement of play, adult attitudes
To learn and practice skills that’ll help them become productive adults
“Play as progress”
Learn skills, abilities
Funds of knowledge
Play as a means to understand cultural routines, practices, social norms, expectations
Yup’ik Girls storyknifing play
indigenous arctic ppl
Girls find place to draw symbols in earth to help with story telling
Yucatec Maya play
pretend play scripts imitate adults activities and children’s real life experience
Turkana play (Africa)
nomadic ppl who survive through herding camels and gathering activities
Recreate adult activities
Enact behavioral scripts