Weblinks

 http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborativelearning/Vygotsky.pd f  http://unesdoc.unesco.org/images/0014/001474/147499e.pdf  http://www.unesco.or.kr/eng/front/programmes/links/6_CultureandDevelopment.pdf

Suggested Readings

 Trommsdorff, G. (2002). An eco-cultural and interpersonal relations approach to development of the lifespan. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, & D. N. Sattler (Eds.), Online Readings in Psychology and Culture (Unit 12, Chapter 1), Center for Cross-Cultural Research, Western Washington University, Bellingham, Washington USA. Available online at- http://www.wwu.edu/culture/Trommsdorff.htm  Valsnier, J. (2000). Culture and Human Development. Sage. Pp 40-44  Berk. L.E. “Child development”. 8th edition. Pearson Education Inc. N.J. U.S.A. (2009). Pages 25-26, 33-34, 264-267, 270, 435, 489.

Biographic Sketches

Description Image Urie Bronfenbrenner Urie Bronfenbrenner (1917 - 2005) was a Russian American psychologist, known for developing the Ecological Systems Theory. While Urie was born in Moscow, he spent most of his life in the United States. His father worked as a clinical pathologist at the New York State Institution for the mentally retarded, which undoubtedly impacted his career choice and philosophical beliefs. Urie graduated from Haverstraw High School, and then went to Cornell for his undergraduate degree in psychology and music. He went on to graduate school at Harvard for his Master of Arts. Later, he earned a PhD in developmental psychology from the University of Michigan. Bronfenbrenner also served in the US Army Medical Corps. In PSYCHOLOGY PAPER No.11: Human Development MODULE No. 7: Cultural Factors in Human Development

1948, he accepted a professorship in Human Development, Family Studies, and Psychology at Cornell University. Bronfenbrenner is also the co-founder of the popular Head Start program for disadvantaged pre-school children.

Source:http://education-portal.com/academy/lesson/urie-bronfenbrenner-biography-theory- quiz.html#lesson Lev Vygotsky Lev Semyonovich Vygotsky was born in Western Russia(Belorussia) in 1896. He graduated with law degree at Moscow University. After graduation, he started teaching at various institutions. Vygotsky's first big research project was in 1925 with his Psychology of Art. A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev. Together, they began the Vygotskian approach to psychology. Vygotsky had no formal training in psychology but it showed that he was fascinated by it. After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students. When the Cold War ended, Vygotsky's works were revealed. Vygotsky has written several articles and books on the subject of his theories and psychology, including Thought and Language(1934). His research in how children solve their problems that surpassed their level of development led Vygotsky to create the Zone of Proximal Development theory. That is one reason why Vygotsky's developmental psychology has influenced education profoundly in Russia.

Source: http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm

PSYCHOLOGY PAPER No.11: Human Development MODULE No. 7: Cultural Factors in Human Development

Common Misconception

Description Image It is believed that fathers do not provide warmth and care as mothers do to their children. However, research in diverse cultures demonstrates that fathers’ warmth contributes greatly to children’s long term favourable development. For example- Fathers’ sustained affectionate involvement predicted later cognitive, emotional, and social competence as strongly as did mothers’ warmth- and occasionally more strongly (Veneziano, 2003).

Source: Berk. L.E. “Child development”. 8th edition. Pearson Education Inc. N.J. U.S.A. (2009). Page 435.

Did You Know?

Description Image Ethnic differences exist in the consequences of physical punishment. McLoyd and Smith (2002) followed several thousand ethnically diverse children from preschool through the early school years, and found that spanking was associated with a rise in behaviour problems if parents were cold and rejecting, not if they were warm and supportive. In another study, spanking predicted depressive symptoms only among a minority of African-American children whose mothers disapproved of the practice and as a result, tended to use it when they were highly angry and frustrated (McLoyd et al., 2007)

Source: Berk. L.E. “Child development”. 8th edition. Pearson Education Inc. N.J. U.S.A. (2009). Page 489

PSYCHOLOGY PAPER No.11: Human Development MODULE No. 7: Cultural Factors in Human Development

Interesting Facts

Description Image Cultural variations are evident in values that strongly influence public policies: the extent to which individualism versus collectivism prevails. In individualistic societies, people think of themselves as separate entities and are largely concerned with their own personal needs. In collectivist societies, people define themselves as part of a group and stress group goals over individual goals. Thereby, less consensus exists on issues of child and family policy, resulting in fewer and more limited programs.

Source: Berk. L.E. “Child development”. 8th edition. Pearson Education Inc. N.J. U.S.A. (2009). Pages 33-34

PSYCHOLOGY PAPER No.11: Human Development MODULE No. 7: Cultural Factors in Human Development