为全球儿童早期发展建立具有特殊性的文化普遍性模式

IF 5.1 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child Development Perspectives Pub Date : 2021-12-28 DOI:10.1111/cdep.12438
Dana Charles McCoy
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引用次数: 7

摘要

许多长期存在的发展理论都强调了文化和环境在塑造幼儿技能发展中的重要作用。然而,该领域缺乏明确的模型来描述儿童早期发展在多大程度上可能是相似的(普遍的)与不同的(特定的)文化。在这篇文章中,我回顾了来自多个领域的证据,这些证据涉及不同文化中早期健康、学习和社会心理技能在形式、时间和相关性方面的异同。然后,我综合了这些证据,强调了旨在建立一个具有特殊性的发展普遍性综合模型的主题,该模型可用于为科学和政策提供信息。最后,我对该领域提出了建议,包括建议采用更具包容性的方法来研究儿童早期发展,打破领域、利益相关者和地域之间的既定障碍。
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Building a model of cultural universality with specificity for global early childhood development

Numerous longstanding developmental theories have emphasized the important role that culture and context play in shaping young children’s skill development. Nevertheless, the field lacks explicit models describing the extent to which early childhood development may be similar (universal) versus different (specific) across cultures. In this article, I review evidence from multiple fields regarding both similarities and differences in the form, timing, and relevance of early health, learning, and psychosocial skills across cultures. I then synthesize this evidence, highlighting themes intended to build an integrated model of developmental universality with specificity that can be used to inform science and policy. I conclude with recommendations for the field, including suggestions for a more inclusive approach to studying early childhood development that breaks down established barriers among fields, stakeholders, and geographies.

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来源期刊
Child Development Perspectives
Child Development Perspectives PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.90
自引率
1.60%
发文量
35
期刊介绍: Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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Issue Information - Editorial Board Designing equity‐centered early learning assessments for today's young children The development of prosocial risk‐taking behavior: Mechanisms and opportunities The (in)effectiveness of training domain‐general skills to support early math knowledge The multifaceted nature of early vocabulary development: Connecting children's characteristics with parental input types
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