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Outline

Title
Abstract
The Study of Change or Development
Writing About Method, Vygotsky Comments as Follows
Study Domains of Change
The Study of Change
Second Order Analysis
Introduction
Future Research
References
All Topics
Psychology
Developmental Psychology

Mothers and children : an analysis of change

Profile image of Reuben CronjeReuben Cronje

1985

Abstract

1. 'it is only in movement that a body shows what it is'" (Ibid.) The Vygotskian model for development allows for an analysis of the social constraints, or those conditions

Related papers

‘Vygotsky Rocks’! An argument that helps use Lev Vygotsky’s ideas in early years practice. A chapter to be published in Reed, M. and Walker, R (2015) A Critical Companion to Early Childhood. Sage, London, pp. 82-92 (in print)
Anna Popova

When you begin to study child development, observe children and try to understand what guides their development, you will be developing your own theories of why things are the way they are. In addition, you will be reading about other people’s perspectives and their interpretations of children’s development, and you will be applying these different ideas to practice. In this chapter, I am offering an argument that concepts developed by Lev Vygotsky appear to be more appropriate in unpacking the intricacies of child development today. I will argue that other concepts of child development in psychology and sociology are very important but that Vygotsky’s framework incorporates them in a way that allows a more modern and culturally appropriate explanation of what guides children’s development. I do not insist that my view is the most appropriate but I am trying to show how I, as former teacher, have built this perspective, and my argument is just an example of the kind of thinking you might generate while learning about child development. In this chapter, I will be referring to other development theories, and it is from their perspectives that I will critically evaluate Vygotsky’s concepts. It is important to note that Vygotsky’s ideas were developed by many other researchers, and currently the research in this theoretical framework is referred to as cultural historical and activity theory, often abbreviated as CHAT.

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Motherhood as Development-1997
ruth linn

2002

After I got divorced, I knew that although I had not had children within my marriage, it was clear to me and to everyone who knew me that at a certain age I would try to have a child whether I had remarried or remained single. Obviously there is some gap between your decision to have a child and the actual birth. I think it was very lucky that my pregnancy occurred as it did, unplanned, so that I did not have to face the dilemma of whether it was fair to bring a child with such social difficulties into this world, a child who would have to cope with the social stigma of being born out of wedlock. Indeed, after I found I was pregnant and the man with whom I was living told me he was not willing to share the responsibilities of child rearing, I had some hard days deciding whether to keep the child or to abort it. For me, having a child out of wedlock was not the problem, rather it was that the world of children is cruel and that it would be harder for the child to cope than for me as ...

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2016 The child and nurture in the human story
Gaynor Macdonald

Aboriginal Children, History and Health: Beyond social determinants, 2016

In this chapter we describe how the fundamentals of human child rearing emerged among the ancestors of modern humans. These fundamentals produced the universal requirements for human parenting. Good parenting requires that these fundamentals be met, although how this is done has differed from one place or time to another. All people respond to the constraints and possibilities they face in a given environment by developing cultural meanings, values, and practices to make sense of and act on their world, allowing them to develop sustainable lives, including sustainable practices for rearing healthy children. By looking at the expectations and demands of human parenting and what makes it unique, we can develop an understanding of the social world needed to support the physical growth and emotional development of any child. This also gives us a foundation from which to analyse parenting practices across societies. This in turn allows us to reframe the changing experiences that Aboriginal mothers have confronted over time in Australia. We are advocating a more nuanced understanding of the deep origins of human mothering as it is physically, culturally, and socially constituted. Importantly, we show that it requires more human labour than a mother can provide herself, and that a pattern of cooperative parenting is grounded within these fundamentals of child rearing. In this chapter we focus on the social dimensions of nurture; the emergence of the origins of childhood within human evolution is covered in Chapter 3. Our starting premise is that the baby made the human family. This is because the family is constructed around the needs for nurture and care of the immature baby, these being more than the biological mother can manage alone. She therefore requires the support of multiple 'other mothers' (allo-mothers). These typically comprise the baby's older sisters, aunties and grandmothers, but fathers and other male relatives also provide care which varies in amount and type according to the specific society. Macdonald, G. Boulton, J. 2016. The child and nurture in the human story. In John Boulton (ed.), Aboriginal Children, History and Health: Beyond social determinants. pp. 19-28. Abingdon: Routledge.

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An empirical-phenomenological critique of the social construction of infancy
Maxine Sheets-Johnstone

Human Studies, 1996

Developmental and clinical psychological findings on infancy over the past twenty years and more refute in striking ways both Piaget's and Lacan's negative characterizations of infants. Piaget's thesis is that the infant has an undifferentiated sense of self; Lacan's thesis is that the infant is no more than a fragmentedpieceofgoods-acorps morcelk. Through an examination of recent and notable analyses of infancy by infant psychiatrist Daniel Stem, this paper highlights important features within the radically different accounts. In particular, it examines Stem' s account of self-agency-a facet of"the core self." In doing so, the paper brings to light corporeal matters of fact and shows how recent developmental-clinical data on infants accord with facets of bodily life described by Husserl. The paper contrasts these corporeal matters of fact and facets of bodily life with Piaget's and Lacan's notion of an infant as incompetent and deficient. On the basis of its empiricalphenomenological findings, the paper underscores the need to recognize the richness of nonverbal life and to give movement and the tactile-kinesthetic body their conceptual due.

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Parent's Bodies, Children's Bodies, From Conception to Education
Maya-Merida Paltineau

Colecţia: MANIFESTĂRI ȘTIINȚIFICE Coordonator colecţie: Prof. univ. dr. Danina Muntean Referent ştiinţific: Prof. univ. dr. Doru Mihai Anastasiu Volum îngrijit de Gabriela-Mariana Luca și Jérôme Thomas Copertă: Silviu Gușat © 2013 Toate drepturile asupra acestei ediţii sunt rezervate. Reproducerea parţială sau integrală a textului, pe orice suport, fără acordul scris al autorilor este interzisă şi se va sancţiona conform legilor în vigoare. ISBN 978-606-8456-17-1 3 Foreword Founded in 2009 CORPUS aims to be an effective participant in the construction of a widely diverse and scientifically based dialogue on the anthropological aspects of the body. As a crossthinking forum, CORPUS brings now together more than four hundred researchers from over sixty five different countries. The theme of the seventh International Symposium of CORPUS organised with the support of the University of Medicine and Pharmacy "Victor Babeş" Timişoara was "Parent's Bodies, Children's Bodies. From Conception to First Educations".

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How May Children's Development be Seen Historically?
John Modell

Childhood, 2000

The pioneering Soviet developmental psychologist Lev Vygotsky argued early in the century that children's development could be understood only in its relationship to history. But he and his followers have never quite accomplished this prescription. This article maintains that we can only understand development as history when we think simulateously about how changing contexts affect what children appropriate from them, and how children's appropriations modify the contexts that guide development. This formulation implies, and the article explores, certain qualities that historical accounts possess. V ygotsky's `zone of proximal development', it is maintainted, should be studied historically within an account of the working of formal organizations. The article concludes with an illustration of the proposed approach, focusing upon an episode in the recent history of schooling.

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What do mothers know? Maternal knowledge of child development
Tami Stewart

Tradition-a Journal of Orthodox Jewish Thought, 2005

Maternal knowledge of child development has been shown to affect how mothers raise their children and the environments they provide. This study examines maternal knowledge of child development and whether level of knowledge varies by content area. Additionally, this study explored maternal characteristics that predict knowledge levels globally and by content area. Low-income women (N ϭ 203) in the waiting room of an obstetric clinic (n ϭ 97) and pediatric clinic (n ϭ 106) in a southern state were asked to complete questionnaires on typical child development and demographic characteristics. Overall, women correctly answered 65% of the criterion-referenced knowledge questions. Mothers lacked the most knowledge about infant sleep patterns and developmental ability of 6-month-old infants. Maternal education, race, number of children, and assistance with childcare were significantly related to maternal knowledge. Identifying gaps in maternal knowledge and characteristics that correspond to knowledge deficits provides insight into how best to tailor educational interventions for mothers.

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The Social Dynamics of Early Human Development
Alan Fogel

乳幼児発達臨床センター年報 Research and Clinical Center For Child Development Annual Report, 1991

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The Social Meaning of Motherhood in Russia Today
Olga Isupova

Russian Education & Society, 2002

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Shaping the modern child: Genealogies and ethnographies of developmental science
Dominique Behague, Samuel LÉZÉ

Social Science and Medicine, 2015

This Special Issue aims to chart a pathway for the formation of a “critical” science of child development. Our “critical” starting-point builds on a genealogical approach: that is, the historical tracing of taken-for-granted concepts and theories of child development that arose in the post-Enlightenment era and that continue with us today. We contend that the relevance of a genealogical approach for public health and clinical practice is sharpened only when this approach is put into dialogue with ethnographies of developmental science and with comparative ethnographic studies of childhood itself. In proposing greater cross-fertilization between two fields that have traditionally been set apart -- science studies and childhood studies -- this collection raises key ontological questions about the shaping of the modern child. These questions, we argue, should form the foundation of a critical child science.

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