![]() From class to courtĪs the world is getting increasingly globalised, knowledge regarding cultural differences in children’s thinking, memory and how they interact with adults has important practical implications in many areas where you have to understand a child’s psychology. ![]() Children growing up in such environments are more likely to comply with their parents’ requests, even when they are reluctant to do so.īy contrast, Chinese immigrant children growing up in England behave more similarly to English children, who are less likely to follow parental demands if unwilling. For instance, in Chinese culture, where parents assume much responsibility and authority over children, parents interact with children in a more authoritative manner and demand obedience from their children. Gargonia/ShutterstockĬultural differences in interactions between adults and children also influence how a child behaves socially. The same cultural variations in interaction are also evident when children talk with an independent interviewer.Ĭhildren in the Western world question their parents’ authority more. They often take a more passive role in the conversations. ![]() In contrast, Korean and Chinese children’s accounts are usually brief, relation-oriented, and show a great concern with authority. Their interaction style also tends to be reciprocal, taking turns in talking. For example, young children typically develop a conversational style resembling their parents’ – and that often depends on culture.Įuropean-American children frequently provide long, elaborative, self-focused narratives emphasising personal preferences and autonomy. Children’s interaction with their parents often acts as the archetype of how to behave around others – learning a variety of socio-cultural rules, expectations and taboos. Typically, parents are the ones who prepare the children to interact with wider society. Parents in different cultures also play an important role in moulding children’s behaviour and thinking patterns. The Asian children instead focused more on the people they had met and how they related to themselves. For example, when preschoolers were asked to describe a recent special personal experience, European-American children provided more detailed descriptions, recalled more specific events and stressed their preferences, feelings and opinions about it more than Chinese and Korean children. This can include the child’s interactions with other people and the rules surrounding it.īecause children in different cultures differ in how they think about themselves and relate to others, they also memorise events differently. Mothers of the African tribal group Nso, on the other hand, focus more on social context. German mothers tend to focus on their infants’ needs, wishes or them as a person. As early as infancy, mothers from different cultures talk to their babies differently. Moreover, the content and focus of what people talk about in their conversations also vary across cultures. ![]() ![]() We know from research on adults that languages forge how people think and reason. Language is one of the many ways through which culture affects development. For that reason, there’s a vast array of cultural differences in children’s beliefs and behaviour. Children growing up in different cultures receive specific inputs from their environment. Every child is unique in interacting with the world around them, and what they invoke and receive from others and the environment also shapes how they think and behave. But while there are tricks we can use to teach children to talk, count, draw or respect others, a surprisingly big part of how they develop is determined by the culture they grow up in.Ĭhild development is a dynamic, interactive process. From educational toys to governmental guidelines and detailed nursery progress reports, there are lots of resources available to help parents track and facilitate their children’s development. ![]()
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