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Child Development Worldwide: A Cultural Approach

First Edition

Chapter 1

Child Development Worldwide:

Who, How, and Why

Learning Objectives (1 of 4)

1.1 A Worldwide Profile of Humanity Today

1.1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.

1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values.

1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.

1.2 Humans: The Cultural and Global Species

1.2.1 Identify the evolution of characteristics that make modern humans distinct from their nearest great ape species.

1.2.2 Summarize the major changes in human cultures since the Upper Paleolithic period.

1.2.3 Apply information about human evolution to how child development takes place today.

Learning Objectives (2 of 4)

1.3 The Field of Child Development: Emergence and Expansion

1.3.1 Provide some reasons why the field of child development primarily focused on younger children until about the mid-20th century.

1.3.2 Describe when the field of child development began to address adolescence in a notable way, and explain why the age range that Hall had designated for adolescence has been moved downward by contemporary researchers.

1.3.3 Explain how the field of child development has recently expanded anew to encompass emerging adulthood.

1.3.4 Describe the cultural-developmental approach, and why developmental stages and pathways within this approach are somewhat flexible.

Learning Objectives (3 of 4)

1.4 How We Study Child Development

1.4.1 Recall the five steps of the scientific method.

1.4.2 Summarize the main measurements used in research on child development.

1.4.3 Distinguish between major types of research designs.

1.4.4 Describe the two major types of research designs distinctive to developmental psychology.

1.4.5 Identify some key ethical standards for child development research.

Learning Objectives (4 of 4)

1.5 Why We Study Child Development Worldwide

1.5.1 Explain the three general levels at which child development contributes knowledge.

1.5.2 Give examples of how scientific knowledge can be applied across contexts to improve children’s lives.

A Cultural Approach to Understanding Child Development

Child development is the ways individuals grow and change until adulthood
Culture is the total pattern of a group’s customs, beliefs, art, and technology

1.1 A Worldwide Profile of Humanity Today

Population Growth and Change (1 of 4)

LO 1.1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.

Some statistics
- Population began growing 10,000 years ago
- In the past century growth has accelerated
  - 1800 population was 1 billion
  - 2011 population was 7 billion
- Total fertility rate is dropping

Population Growth and Change (2 of 4)

Some statistics
- Global demographic divide
  - Wealthy economically developed countries (about 20% of population)
    - Most economically developed and affluent
  - Economically developing countries have largest population
    - Lower levels of income and education, but growing

Table 1.1 The Demographic Divide: Niger and the Netherlands

Niger

Netherlands

Population in 2013

17 million

Population Projected for 2050

66 million

18 million

Total Fertility Rate

7.6

1.7

Total Annual Births

845,000

176,000

Total Annual Deaths

195,000

141,000

Population Below Age 15

50%

17%

Life Expectancy at Birth

57 Years

81 years

Infant Mortality Rates Per

1,000 Births

3.7

Source: Population Reference Bureau (2013).

Figure 1.1 Population Pyramids in Developing and Developed Countries

Two graphs compare the population pyramids in developing and developed countries for year 2013. "Both the graphs plot percentage on the horizontal axis, ranging from 0 to 10, in increments of 2, on both the quadrants on either side of the vertical axis. The left quadrant shows data for females while the right quadrant shows data for males. Vertical axis shows age, ranging in sets of 4 between 0 and 100. The percentage of population in different age groups, as depicted in the graphs, is approximately as follows: 0 to 4 years: Developing countries: female: 4.8; male: 5.2 Developed countries: female: 2.8; male: 3 5 to 9 years: Developing countries: female: 4.6; male: 5.0 Developed countries: female: 2.6; male: 2.8 10 to 14 years: Developing countries: female: 4.4; male: 4.8 Developed countries: female: 2.5; male: 2.6 15 to 19 years: Developing countries: female: 4.2; male: 4.6 Developed countries: female: 2.7; male: 2.8 20 to 24 years: Developing countries: female: 4.5; male: 4.7 Developed countries: female: 3.0; male: 3.2 25 to 29 years: Developing countries: female: 4.4; male: 4.6 Developed countries: female: 3.5; male: 3.5 30 to 34 years: Developing countries: female: 4.1; male: 4.4 Developed countries: female: 3.5; male: 3.4 35 to 39 years: Developing countries: female: 3.8; male: 3.9 Developed countries: female: 3.6; male: 3.4 40 to 44 years: Developing countries: female: 3.6; male: 3.7 Developed countries: female: 3.6; male: 3.4 45 to 49 years: Developing countries: female: 3.2; male: 3.5 Developed countries: female: 3.7; male: 3.5 50 to 54 years: Developing countries: female: 2.8; male: 3.2 Developed countries: female: 3.9; male: 3.4 55 to 59 years: Developing countries: female: 2.5; male: 2.8 Developed countries: female: 3.7; male: 3.2 60 to 64 years: Developing countries: female: 2.0; male: 2.4 Developed countries: female: 3.5; male: 3.0 65 to 69 years: Developing countries: female: 1.8; male: 2.0 Developed countries: female: 3.2; male: 2.8 70 to 74 years: Developing countries: female: 1.5; male: 1.7 Developed countries: female: 2.8; male: 2.5 75 to 79 years: Developing countries: female: 1.2; male: 1.0 Developed countries: female: 2.2; male: 2.0 80 to 84 years: Developing countries: female: 0.7; male: 0.5 Developed countries: female: 2.0; male: 1.0 85 to 89 years: Developing countries: female: 0.5; male: 0.3 Developed countries: female: 1.5; male: 0.5 90 to 94 years: Developing countries: female: 0.3; male: 0.1 Developed countries: female: 1.0; male: 0.3 95 to 99 years: Developing countries: female: 0.0; male: 0.0 Developed countries: female: 0.6; male: 0.2 100 plus years: Developing countries: female: 0.0; male: 0.0 Developed countries: female: 0.0; male: 0.0 "

Population Growth and Change (3 of 4)

Poverty
- Developing countries are constrained to address poverty
- Some are improving as they enter globalized economy
- Example: India
  - Most people live on less than $2/day
  - Children are malnourished and underweight
  - Many are uneducated
  - As economy builds, lifts hundreds of millions out of poverty

Population Growth and Change (4 of 4)

The demographic path of the United States
- Different than most developed countries
- Total fertility rate is 1.9, which is below replacement rate of 2.1
- United States allows much more legal immigration than most countries
  - Number of undocumented immigrants is large as well

Figure 1.2 Projected Ethnic Changes in the U.S. Population to 2050

A bar graph compares the population of various ethnic groups in the U.S. in 2010 with the projected population in 2050. "The graph shows two bars, one, representing 2010 actual and the other, 2050 projected populations. Each bar is divided into 5 parts and color coded according to different ethnic groups. The data from the graph is as follows: 2010 actual: total population: 310 million 2050 projected: total population: 439 million The percentage in 2010 and the percentage in 2050, respectively, for various ethnic groups are as follows: White: 65 percent; 46 percent Latino: 16 percent; 30 percent African American: 12 percent; 12 percent Asian American: 5 percent; 8 percent Other: 2 percent; 4 percent"

Variation Across Countries (1 of 2)

LO 1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values.

Income
- f world’s population lives on less than $2/day
- f world’s population lives on a family income of less than $6,000/year
- In developed countries 9 of 10 persons are in top 20% of global income
- Southern Africa: 50% of population in bottom 20% of global income
Education
- In developed countries about 50% of children obtain tertiary education
- In developing countries about 20% of children do not complete primary school
- In developing countries only about 50% of children enrolled in secondary school

Map 1.1 Worldwide Variations in Population and Income Levels

An illustration depicts worldwide variations in population and income levels between developing and developed countries. "The illustration depicts two world maps. The maps show the following countries as developed: Canada, U.S., Mexico, Western Europe, Korea, Japan, Australia, and New Zealand. The remaining countries of the world are marked as developing. The first map shows the contrast in terms of share of the world population is as follows: Developed countries: 18.0 percent of the world population Developing countries: 82.0 percent of the world population The second map shows the contrast in terms of share of Gross Domestic Product (GDP): Developed countries: 55.4 percent of world GDP Developing countries: 44.6 percent of world GDP "

Variation Across Countries (2 of 2)

LO 1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values.

Culture
- Developed countries tend to be individualistic
  - Independence
  - Self-expression
- Developing countries tend to be collectivistic
  - Obedience
  - Group harmony
  - More differences between urban and rural areas
- All countries have some balance of the two
- Traditional cultures in developing countries are people who adhere to historical traditions
- Studying development through cultural awareness is key

Variations Within Countries (1 of 2)

LO 1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.

Variation occurs within countries
- Majority culture group sets most norms and standards and holds most power
- Contexts — settings and circumstances that contribute to variations in development
  - SES, gender, ethnicity, family, school, community, media
SES (social class)
- Includes education level, income level, and occupational status
- Children fall into the class of their parents
- Can impact risk of infant mortality, height, weight, language development, and communication styles
- Impacts access to resources

Variations Within Countries (2 of 2)

LO 1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.

Gender
- Expectations for females and males are different
- Varies among cultures
- In developed countries the differences are blurred
- Developing countries show deep gender differences
Ethnicity
- Includes cultural origin, cultural traditions, race, religion, and language
- Ethnic minorities have different cultural patterns