- Borrow a videotape from the library, or other source that focuses on life in a culture different from your own.
View it in terms of the concepts discussed in this course (e.g., the ecological model, cultural beliefs, and
developmental niche.) Make a list of some of the behaviors and values the society sees as important and
indicate how these are socialized by that culture. If available, programs in the Nova and National Geographic
television series are good choices for this activity.
2.It is common practice for infants raised in North America and other Western societies to sleep in separate
beds and separate rooms from their parents. Yet in many other cultures, children sleep with their mothers for
the first few years of life. Think about the advantages and disadvantages of these different sleeping
arrangements. Comment on how each could affect physical, psychological, emotional, and social development.
3.Sesame Street is one of the most successful and widely watched children’s television programs in the United
States, having several international versions in different countries. Watch one or two episodes and identify
developmental principles discussed in Chapter Five and cultural values unique to Western and non-Western
societies. Indicate in what ways these values differ.
- Ask your mother or father to describe your temperament when you were
young. Were you anxious, calm, content, demanding, irregular in daily patterns, outgoing, happy, etc.? Then
think about your parents’ parenting style as you remember it. Were they warm and affectionate? Did they
praise good behavior? Did they criticize bad behavior? Did they hug and kiss their children? Did they allow
independent exploration of the environment? Were they lenient or strict? Discuss how your temperament and
your parents’ behavior may have influenced each other. - Arrange a visit with your parents, grandparents, or an older acquaintance who would be willing to tell you
about their lives. Ask them to tell you about important events that they feel changed their lives. Ask them how
old they were at the time and how their life changed as a result of each event. Ask them what was expected of
them at certain ages (17, 21, 25, 30, 35, 45, 55, etc.) Plot out the person’s life events and transitions and
consider the following questions: How many of the events were normative—events that
might be expected at that age? How many were uniquely individual events (e.g., accidents, personal
achievements). Did the person follow a normative pattern, or were they generally unaffected by cultural
expectations? Did the person follow the normative pattern expected of their gender or their culture, or did this
person choose a different reference group? . - This activity involves setting up a short interview with a focus on conceptions of gender. Arrange to talk with
children under the age of ten (e.g. younger siblings, nieces or nephews, children of families they know).
Sample questions might include the following: Are girls different than boys? If so, in what ways? Do boys and
girls play different games? If so, why? Are there “girl games” that boys play? Are there “boy games” that girls
play? What do girls and boys do together? Do you like playing with girls better or with boys? Why? Discuss any
cultural conceptions related to gender and gender relations that may be represented in these answers.
Play, games and peer culture are important elements of the developmental niche during childhood. Make a list
of some of the games you played when you were between about four to seven years of age. Which underlying
values, beliefs, skills or norms did these games involve and reinforce? How would the rules or the way in which
these games were played change if they were played in cultures with different values, beliefs and norms (e.g.,
among Chinese or !Kung children)?