Social Emotional Development

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 Social 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.

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.