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 (3/2) split words count in half in order to respond back in day 5. I will post the teacher and student response as soon as they make it available. (1 citation from reading.)

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.

Read your colleagues’ postings.
By Day 5 (3/5) 1 citation from reading material

Respond to at least two of your colleagues’ posts and explain an additional practice that may lead to a different outcome in adulthood.

Note:Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

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.