Child Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education

Kyunghwa Lee; Amy S. Johnson

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Child Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education

机译：文化背景下的儿童发展：文化心理学对幼儿教师教育的启示

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In this article we argue that early childhood educators, under the influence of last century’s grand universal theories of child development, have not been attentive enough to the centrality of culture in children’s development. We discuss how the exploration of contemporary developmental perspectives is critical to the field and illustrate cultural views of child development based on cultural psychology. The goal of cultural psychology is to study the co-creation of human beings and cultures by focusing on both mentalities and practices, on both culture and biology. Using this lens, we explore the implications that cultural psychology holds for early childhood educators.

机译：在本文中，我们认为，在上个世纪盛大的儿童发展普遍理论的影响下，幼儿教育者对文化在儿童发展中的核心地位不够重视。我们讨论了当代发展观的探索如何对该领域至关重要，并说明了基于文化心理学的儿童发展观。文化心理学的目标是通过关注文化和生物学的思想和实践来研究人类与文化的共创。使用这个镜头，我们探索了文化心理学对幼儿教育者的影响。

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来源
《Early Childhood Education Journal》 |2007年第3期|233-243|共11页
作者
Kyunghwa Lee; Amy S. Johnson;
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作者单位

Department of Elementary and Social Studies Education, The University of Georgia, 427 Aderhold Hall, Athens, GA 30602, USA;

Department of Instruction and Teacher Education, University of South Carolina, Wardlaw 204, Columbia, SC 29208, USA;

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正文语种 eng
中图分类
关键词
Child development; Culture; Early childhood education; Developmental theory; Developmental psychology; Critical theory; Cultural psychology;

机译：儿童发展;文化;早期儿童教育;发展理论;发展心理学;批判理论;文化心理学;

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Child Development in Cultural Contexts: Implications of Cultural Psychology for Early Childhood Teacher Education

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