College 1: Cultuur en opvoeding: een introductie
• Bronfenbrenner, U. Ecological model. In Developmental Psychology second edition,
Leman, Bremner, Parke & Gauvain (2019)
Model van Bronfenbrenner: Ecologisch ontwikkelingsmodel
Microsysteem: Kind: familie, school, créche
- Het directe contact dat het kind in zijn omgeving in een bepaalde microsetting heeft
met anderen.
Mesosysteem: interacties tussen componenten uit microsysteem
- Het geheel van microsystemen waarvan een kind uitmaakt en participeert
Exosysteem: sociaal netwerk ouders, buurt, etc.
- Bestaat uit formele en informele sociale structuren rond het gezin
Macrosysteem: samenleving, religie/wereldbeeld
- Heeft betrekking op de manier waarop instellingen in de samenleving op
macroniveau geregeld zijn
• Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the
interface of child and culture. International Journal of Behavioral Development, 9(4),
545–569.
Cultuur Psychologisch model- Whiting (in H&S)
1. De sociaal historische ontwikkelingen die een samenleving heeft gekend, zijn van
invloed op…
2. Manieren van opvoeden en verzorgen, die samen leiden tot…
3. ‘semi’ permanente psychologische effecten op leden van de samenleving.
4. Die effecten manifesteren en projecteren zich als uitingen in onze samenleving
→ Systeem van betekenisgeving
Kritiek:
- Model gaat heel erg uit van ‘stappenplan’, maar in praktijk loopt het niet zo
stapsgewijs. Het kan ook andersom: projecties in samenleving kunnen leiden tot
sociaal historische ontwikkelingen
Harkness & Super: Developmental niche: 3 subsystemen
Developmental niche spitst zich toe op de culturele dimensies van de omgeving waarin
kinderen opgroeien aan de hand van drie subsystemen
1. Culturele invloeden → setting (fysiek en sociaal)
2. Culturele invloeden → Gewoontes, verzorging, opvoeding
3. Culturele invloeden → Psychologie van de ouders (opvoedingsdoelen)
—> Beïnvloeden het kind
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,• Keller, H. (2003). Socialization for competence: Cultural models of infancy. Human
Development, 46(5), 288-311.
Apprentice en Equality model van Keller
Equality model Apprentice model
Socialization goals: Relational indepence Relational
Individual conception of interdependence
competence Social conception of
competence
Valued competence: Cognitive maturation, abstract Physical maturation,
technological intelligence social competence
Socialization strategy: Dialogue between (quasi) equal Experts teach novices;
partners; choice training
Transmission of Mainly horizontal: individuals learn Mainly vertical: cultural
values: from members of the same transmission occurs
generation when individuals learn
from their parents
Preferred Socialization Eye contact; child directed speech; Physical proximity;
contexts: object play emotional warmth;
responsiveness to
negative signals
Opvoedstijl Pedagogische opvoedstijl Pedriatische
1. Rust, regelmaat, vaste opvoedstijl:
speel-en slaapschema’s 1. Voortdurend
2. De behoeftebevrediging lichamelijk contact
wordt gereguleerd met moeder
3. Leren vooral op cognitief 2. De behoefte van
gebied het kind wordt
4. Belang van altijd gevolgd
wetenschappelijke kennis 3. Situationeel
opvoeden
• Kagitcibasi, C., & Ataca, B. (2005). Value of children and family change: A three‐decade
portrait from Turkey. Applied psychology, 54(3), 317-337.
The study of the value of children (VOC)
Three different types of values were revealed in the original study, namely,
economic/utilitarian, psychological, and social.
1. The economic/utilitarian values include children’s
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,material benefits both while they are young and also when they grow up
to be adults. The latter takes the form of old-age security for parents; the
former has to do with children’s contribution to household economy and
household chores.
2. The psychological value of the child has to do with the
psychological benefits of having children such as the joy, fun, companionship,
pride, and the sense of accomplishment parents gain from having children.
3. The social value refers to the social acceptance people enjoy when
they have children. Continuation of the family name and family traditions,
focused mainly on having a son, is also a traditional social VOC.
A model of family change (Familiemodel van Kagitcibasi)
- The VOC shifted: eerst voornamelijk economic/utilitarian VOC
- with socioeconomic development, the old-age security and
economic/utilitarian VOC decreased.
- the psychological VOC was found to increase
Three prototypical family patterns were distinguished:
1. The first, the “family model of interdependence”, is more common in less
developed, rural, agrarian contexts with closely knit human ties (“cultures of
relatedness” or collectivism) and is characterised by familial interdependencies in
both psychological and material realms.
a. (heteronomous-) related self
2. The contrasting pattern “family model of independence” is more common in
Western industrial urban settings with an individualistic culture.
a. (autonomous-) separate self
3. A third pattern, the “model of psychological (emotional) interdependence”, is a
synthesis of the first two patterns and is posited to characterise the urban and more
developed socioeconomic contexts with cultures of relatedness, rather than a shift
from the pattern of interdependence to that of independence with social change and
development.
a. interdependence in the emotional realm with independence in the material
realm
b. autonomous-related self
Kern van de familie modellen Kagitabasi:
Er bestaat afstemming tussen de leefomstandigheden waaronder mensen leven, de cultuur
oriëntatie in een samenleving, en de opvoeding die kinderen krijgen
Socialisatie volgens een
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, 1. Collectivistisch familie model
2. Individualistisch familie model
3. family model of change (mixmodel)
Babies doc: cross-culturele verschillen in het opgroeien van pasgeborenen.
Mongolië: Apprentice model, opvoedingspraktijken: Kinderen veel kleding (koud),
Japan: Equality model, opvoedingspraktijken: nadruk op cognitieve ontwikkeling, babies
laten spelen met speelgoed
VS: Equality model, opvoedingspraktijken: nadruk op cognitieve ontwikkeling, babies laten
spelen met speelgoed en puzzeltjes, child-directed language, gericht op structuur, baby krijgt
op vaste tijden eten en slaap
Namibië: Apprentice model, opvoedingspraktijken: kinderen zonder kleding (warm), brusjes
deden dingen voor, nadruk op fysieke ontwikkeling, babies liepen eerder dan babies uit de
VS, responsive to baby’s needs: direct zorg geven
College 2: Socialisatie in cross cultureel perspectief
• Kagitcibasi, C. (2013). Adolescent autonomy‐relatedness and the family in cultural
context: What is optimal? Journal of Research on Adolescence, 23(2), 223-235.
Kagitcibasi’s Family Change Theory and Self Theory as general frameworks.
To develop a good understanding of self-development in adolescence and to promote
well-being, the developmental context has to be taken into account
- Family processes and, in particular, parental values reflect sociocultural values,
norms, and life styles
Thus, this review provides theoretical perspectives on the self, mainly its autonomy and
relatedness, and on the family and their dynamic interaction in cultural context.
Autonomy and relatedness
- Even though there is general agreement that autonomy and relatedness are basic
needs, they have often been seen as conflicting and their coexistence has been
considered rather problematic
Defining the key terms self, autonomy, and relatedness:
- Self is used here as a social construct, emerging out of social interaction: The
key self attributes considered are the extent to which the self is autonomous
and the degree of its relatedness– connectedness to others.
- Autonomy: The main meaning is volitional agency, that is, being
self-governing, autonomous morality reflecting “being subject to one’s own
rule”
- Another meaning: distancing oneself from others, being unique and
separate
- Problem: two different dimensions, agency and interpersonal distance,
are distinct; one does not imply the other or the lack of the other
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