Socio-Emotional Development Cultural Behaviors and Practices

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Page 1 Discussion 1: Socio-Emotional Development
Cultural behaviors and practices vary dramatically around the globe, though no one practice is more effective than the other. These cultural behaviors and practices not only enrich the lives of children but also impact child development, group dynamics, and all aspects related to thinking (e.g., decision making). Thus, all domains of psychology—affective, behavioral, and cognition are impacted by culture.

For this Discussion, you will explore the impact of culture from birth to adolescent’s socio-emotional development. You also will examine cultural practices in childhood development and the impact on adult outcomes.

To Prepare:
Different cultural practices in childhood might relate to outcomes in adulthood. Consider one of the following aspects that you have experienced or you may know of an experience for this Discussion:
child rearing practices
discipline
attachment
co-sleeping
emotional management
peers and play
This week’s Learning Resources provide you with different sources related to different cultural practices in childhood. From your readings, select a different culture other than your own to complete this Discussion post.
By Day 3
Post an explanation of how the cultural practice you personally experienced or that you know of an experience from a socio-emotional development perspective is similar to or is different from the practice you read about in your Learning Resources. Further explain how different cultural practices in childhood regarding this practice might lead to different or similar outcomes in adulthood.

(Note: No one practice is typically more effective than the other, however, there are some practices that are quite different, and scholars debate if there are indeed some practices which are harmful, unhealthy, or even unsafe.)

Note: Be sure to support your postings and responses with specific references to the Learning Resources and identify current relevant literature to support your work.
Page 2 Discussion 2: Socio-Emotional Development
Language is often a central element of many cultures. Language learning presents many milestones in language development. The majority of the world learns one language if not more. However, parenting language practices vary around the globe.

Remarkably, despite diversity in child-rearing all children typically learn a language following the same steps and sequence and at about the same pace, even though the actual languages spoken differ. Some aspects of language learning are similar across cultures. For instance, in child-directed speech, adults tend to utilize simple words, a slow pace, and a sing-song soft melodious pattern when speaking with young children; such speech assists children in learning a language.

For this Discussion, you will explore the advantages and challenges of language development in birth to adolescent development.

To Prepare:
Review the Learning Resources for this week and consider the following situation:

Imagine a 6-year-old entering the public education system in the United States and his/her parents or adult caregiver(s) are not native English speakers. The student has been living in the U.S. for most of his/her life. The home language survey indicates another language is spoken at home other than English.

By Day 4
Post an explanation of at least two potential challenges this student might face. Further explain the advantages this student’s linguistic background might offer.

Note: Be sure to support your postings and responses with specific references to the Learning Resources and identify current relevant literature to support your work.

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings
Erickson, F. (2002). Culture and human development. Human Development, 45(4), 299–306. doi:10.1159/000064993

Fung, H. (1999). Becoming a moral child: The socialization of shame among young Chinese children. Ethos, 27(2), 180–209. Wiley on behalf of the American Anthropological Association.

Credit Line: Becoming a Moral Child: The Socialization of Shame Among Young Chinese Children by Fung, H., in Ethos, Vol. 27/Issue 2. Copyright 1999 by American Anthropological Association. Reprinted by permission of American Anthropological Association via the Copyright Clearance Center.

Gielen, U. P. (2016). The changing lives of 2.2 billion children: Global demographic trends and economic disparities. In U. P. Gielen & J. L. Roopnarine (Eds.), Childhood and adolescence: Cross-cultural perspectives and applications (2nd ed., pp. 63–95). Santa Barbara, CA: Praeger.

Chapter 3: “The changing lives of 2.2 billion children: Global demographic trends and economic disparities” (pp. 63–95)
Credit Line: Childhood and Adolescence: Cross-cultural Perspectives and Appreciations, 2nd Edition by U. P. Gielen; J. L. Roopnarine (Eds.). Copyright 2016 by ABC-CLIO. Reprinted by permission of ABC-CLIO via the Copyright Clearance Center.

Kağitçibaşi, Ç., Sunar, D., Bekman, S., Baydar, N., & Cemalcilar, Z. (2009). Continuing effects of early enrichment in adult life: The Turkish early enrichment project 22 years later. Journal of Applied Developmental Psychology, 30, 764–779. doi:10.1016/j.appdev.2009.05.003.

Chiu, C. (2011). Language and culture. Online Readings in Psychology and Culture, 4(2). http://dx.doi.org/10.9707/2307-0919.1098.

Credit Line: Chiu, C. (2011). Language and Culture. Online Readings in Psychology and Culture, 4(2). https://doi.org/10.9707/2307-0919.1098. Licensed under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License

Chen, S. X., & Bond, M. H. (2010). Two languages, two personalities? Examining language effects on the expression of personality in a bilingual context. Personality and Social Psychology Bulletin, 36, 1514–1528.