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A thought-provoking combination of practical parenting information and scientific analysis, Our Babies, Ourselves is the first book to explore why we raise our children the way we do--and to suggest that we reconsider our culture's traditional views on parenting. New parents are faced with innumerable decisions to make regarding the best way to care for their baby, and, naturally, they often turn for guidance to friends and family members who have already raised children. But as scientists are discovering, much of the trusted advice that has been passed down through generations needs to be carefully reexamined. In this ground-breaking book, anthropologist Meredith Small reveals her remarkable findings in the new science of ethnopediatrics. Professor Small joins pediatricians, child-development researchers, and anthropologists across the country who are studying to what extent the way we parent our infants is based on biological needs and to what extent it is based on culture--and how sometimes what is culturally dictated may not be what's best for babies. Should an infant be encouraged to sleep alone? Is breast-feeding better than bottle-feeding, or is that just a myth of the nineties? How much time should pass before a mother picks up her crying infant? And how important is it really to a baby's development to talk and sing to him or her? These are but a few of the important questions Small addresses, and the answers not only are surprising, but may even change the way we raise our children.
Enriched with anecdotes from ethnography and the daily media, this revised edition examines family structure, reproduction, profiles of children's caretakers, their treatment at different ages, their play, work, schooling, and transition to adulthood. The result is a nuanced and credible picture of childhood in different cultures, past and present.
This vintage book contains a comprehensive treatise on the place of children in culture and society, being a discussion of the guidance and development of infants at home and in the nursery. Completed in the midst of a war and at a time when the philosophy of child care was being reconsidered and reformed, this text contains a discussion of ideas that would become the foundations of modern child care methodology. This text will appeal to those with an interest in the evolution of child care in modern societies, and is one not to be missed by collectors of literature of this ilk. The chapters of this book include: 'The Family in A Democratic Culture', 'How the Mind Grows', 'Personality and Acculturation', 'Infants are Individuals', 'Self-Regulation and Cultural Guidance', 'The Cycle of Child Development', 'Before the Baby is Born', 'A Good Start', etcetera. This book is being republished now in an affordable, modern edition complete with a new prefatory biography of the author.
A fully revised and updated second edition of this successful guide to childcare advice in different cultures around the globe.
Until the 70s and 80s anthropologists studying different cultures had mainly confined themselves to the behaviour and idea systems of adults. Psychologists, on the other hand, working mainly in Europe and America, had studied child development in their own settings and simply assumed the universality of their findings. Thus both disciplines had largely ignored a crucial problem area: the way in which children from birth onwards learn to become competent members of their culture. This process, which has been called 'the quintessential human adaptation', constitutes the theme of this volume, originally published in 1988. It derives from a workshop held at the London School of Economics which brought together fieldworkers who in their studies had paid more than usual attention to children in their cultures. Their experience and foci of interest were varied but this very diversity serves to illuminate different facets of the acquisition of culture by children, ranging in age from pre-verbal infants to adolescents. Evolutionarily primed for culture-learning, children are responsive to a rich web of influences from subtle and indirect as in their music and dance to direct teaching in the family guided by culture-specific ideas about child psychology. Some of the salient things they learn relate to gender, status and power, critical for the functioning of all societies. The introductory essay provides the necessary historical background of the development of child study in both anthropology and psychology and outlined how future research in the ethnography of childhood should proceed. The book concludes with an annotated bibliography providing a guide to the literature from 1970 onwards.
In the Ninth Edition of Infants and Children: Prenatal Through Middle Childhood, renowned professor, researcher, and author Laura E. Berk takes an integrated approach to presenting development in the physical, cognitive, emotional, and social domains, emphasizing the complex interchanges between heredity and environment, providing exceptional multicultural and cross-cultural focus, and offering research-based, practical applications that students can relate to their personal and professional lives.
This collection of essays explores the remarkable range and cultural significance of the engagement with ‘infancy’ during the Romantic period. Taking its point of departure in the commonplace claim that the Romantics invented childhood, the book traces that engagement across national boundaries, in the visual arts, in works of educational theory and natural philosophy, and in both fiction and non-fiction written for children. Essays authored by scholars from a range of national and disciplinary backgrounds reveal how Romantic-period representations of and for children constitute sites of complex discursive interaction, where ostensibly unrelated areas of enquiry are brought together through common tropes and topoi associated with infancy. Broadly new-historicist in approach, but drawing also on influential theoretical descriptions of genre, discipline, mediation, cultural exchange, and comparative methodologies, the collection also seeks to rethink the idea of a clear-cut dichotomy between Enlightenment and Romantic conceptions of infancy.