Anthropology and Child Development: A Cross-Cultural Reader
February 2008, Wiley-Blackwell
Introduction: Robert A. LeVine and Rebecca S. New.
Part I: Discovering Diversity in Childhood: Early Works.
Part II: Infant Care: Cultural Variation in Parental Goals and Practices.
Part III: Early Childhood: Language Acquisition, Socialization and Enculturation.
Part IV: Middle and Later Childhood: Work, Play, Participation, Learning.
Rebecca S. New is associate professor of education and research fellow at the Frank Porter Graham Child Development Institute at the University of North Carolina-Chapel Hill. She has spent three decades studying the cultural nature of child development and early education, most often in Italy and recently in Head Start programs serving immigrant populations. Publications include the four-volume Early Childhood Education: An International Encyclopedia (2007).
- Presents a history of cross-cultural approaches to child-development
- Recent articles examine diverse contexts of childhood in ecological, semiotic, and sociolinguistic terms
- Includes ethnographic studies of childhood in the Pacific, Africa, Latin America, East Asia, Europe, and North America
- Illuminates the process through which people become the bearers of culturally/historically specific identities
- Serves as an ideal text for anthropology courses focusing on childhood, as well as classes on development psychology
Sharon Lynn Kagan, Columbia University
“The cutting-edge scholarship presented in this important and timely book richly documents that the nuances of cultural context constitute a fundamental basis for significant variation in the development of diverse children and adolescents.”
Richard Lerner, Tufts University“This is an artfully organized collection of seminal papers, a collection that pulls together research across stages of childhood; domains (of the development of emotion, thought, and language); theories; methods; and, of course, cultures. The collection also provides a sense of the historical development of the field, as a chronological reading of the papers, from a Boas essay published in 1911 to several papers published in the new millennium, reveals the changing concerns, concepts, and theories that have characterized work on culture and child development over the past 100 years.”
Joseph Tobin, Arizona State University