Wong P.L. A Сultural-historical Model to Understand and Facilitate Children’s Development
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Wong P.L. A Сultural-historical Model to Understand and Facilitate Children’s Development // Preschool Education Today. 2017, Issue 4 -
p. 50–62.
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
Parents and educators strive to help their children to develop optimally. Given the diversity of values and practices among dynamic modern populations it is important to understand all the dimensions that affect the development of children in their communities. A cultural-historical lens facilitates such a holistic understanding. Taking this lens, this article presents a model, developed with reference to cultural-historical theory and shows its application through reference to a study of three Hong Kong immigrant families in Australia. The model provides a traceable representation of the dynamic interactive processes and influences in a child’s development. It offers a template for the holistic analysis of the processes in a particular child’s development and guidelines for effective family pedagogy.
References
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35. Wong, P. L. 2012b. “Parents’ Perspectives of the Home-school Interrelationship: A Study of Two Hong Kong–Australian Families.” Australasian Journal of Early Childhood, 37 (4): 59–67.
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37. Wong, P. L. 2013b. “A cultural–historical study of Hong Kong–Australian children’s learning and development within everyday family practices.” http://arrow.monash.edu.au/hdl/1959.1/906896.
38. Wong, P. L., and M. Fleer. 2012. “A Cultural–historical Study of How Children from Hong Kong Immigrant Families Develop a Learning Motive within Everyday Family Practices in Australia.” Mind, Culture, and Activity 19 (2): 107–126.
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2. Bozhovich, L. I. 2004. “Developmental Phases of Personality Formation in Childhood (II).” Journal of Russian and East European Psychology 42 (4): 55–70.
3. Bozhovich, L. I. 2009. “The Social Situation of Child Development.” Journal of Russian and East European Psychology 47 (4): 59–86.
4. Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
5. Charlesworth, R. 2011. Understanding Child Development. 8th ed. Belmont, CA : Wadsworth, Cengage Learning.
6. Chudnovskii, V. E. 2009. “L.I. Bozhovich as a Person, a Personality, and a Scholar.” Journal of Russian and East European Psychology 47 (4): 3–27.
7. Daniels, H. 2001. Vygotsky and Pedagogy. London: Routledge.
8. Daniels, H. 2008. Vygotsky and Research. London: Routledge.
9. Edwards, A. 2011. “Building Common Knowledge at Boundaries between Professional Practices.” International Journal of Educational Research 50 (1): 33–39.
10. Edwards, A. 2012. “Expertise in the Children’s Workforce: Knowledge and Motivation in Engagement with Children.” In Motives in Children’s Development, edited by M. Hedegaard, A. Edwards, and M. Fleer, 173–190. Cambridge: Cambridge University Press.
11. Fleer, M. 2010. Early Learning and Development: Cultural–historical Concepts in Play. Melbourne: Cambridge University Press.
12. Guo, K. 2006. “Raising Children in Chinese Immigrant Families: Evidence from the Research Literature.” Australian Journal of Early Childhood 31 (2): 7–13.
13. Hedegaard, M. 2005. “Strategies for Dealing with Conflicts in Value Positions between Home and School: Influences on Ethnic Minority Students’ Development of Motives and Identity.” Culture Psychology 11 (2): 187–205.
14. Hedegaard, M. 2009. “Children’s Development from a Cultural–historical Approach: Children’s Activity in Everyday Local Settings as Foundation for Their Development.” Mind, Culture, and Activity 16 (1): 64–82.
15. John-Steiner, V., and H. Mahn. 1996. “Sociocultural Approaches to Learning and Development: A Vygotskian Framework.” Educational Psychologist 31 (3/4): 191–206.
16. Kravtsova, E. E. 2006. “The Concept of Age-specific New Psychological Formations in Contemporary Developmental Psychology.” Journal of Russian and East European Psychology 44 (6): 6–18.
17. Lau, S., and P. C. Cheung. 1987. “Relations between Chinese Adolescents’ Perception of Parental Control and Organization and Their Perception of Parental Warmth.” Developmental Psychology 23: 726–729.
18. Lindon, J. 2010. Understanding Child Development: Linking Theory and Practice. 2nd edn. London: Hodder Education.
19. Lubovsky, D. V. 2009. “The Concept of Internal Position.” Journal of Russian and East European Psychology 47 (4): 87–96.
20. Lyle, J. 2003. “Stimulated Recall: A Report on its Use in Naturalistic Research.” British Educational Research Journal, 29 (6): 861–878.
21. Minick, N. 1987. “The Development of Vygotsky’s Thought: An Introduction.” In The Collected Works of L. S. Vygotsky: Problems of General Psychology, edited by N. Minick, 17–38. New York: Plenum Press.
22. Nasir, N. S., and V. M. Hand. 2006. “Exploring Sociocultural Perspectives on Race, Culture, and Learning.” Review of Educational Research 76 (4): 449–475.
23. Pascal, C., and T. Bertram. 2009. “Listening to Young Citizens: the Struggle to Make Real a Participatory Paradigm in Research with Young Children.” European Early Childhood Education Research Journal 17 (2): 249–262.
24. Pe–Pua, R., C. Mitchell, R. Iredale, and S. Castles. 1996. Astronaut Families and Parachute Children: The Cycle of Migration between Hong Kong and Australia. Canberra: Australian Government Publishing Service.
25. Rogoff, B. 2003. The Cultural Nature of Human Development. New York: Oxford University Press.
26. Shek, D. T. L., and L. K. Chan. 1999. “Hong Kong Chinese Parents’ Perceptions of the Ideal Child.” The Journal of Psychology 133: 291–302.
27. Tudge, J. 2009. The Everyday Lives of Young Children: Culture, Class, and Child Rearing in Diverse Societies. Cambridge: Cambridge University Press.
28. Van Oers, B. 2011. “Where is the Child? Controversy in the Neo–Vygotskian Approach to Child Development.” Mind, Culture, and Activity 18 (1): 84–88.
29. Verenikina, I., W. Vialle, and P. Lysaght. 2011. Understanding Learning and Development. Sydney: David Barlow Publishing.
30. Vygotsky, L. S. 1994. “The Problem of the Environment.” In The Vygotsky Reader, edited by R. Van der Veer, and J. Valsiner, 338–354. Oxford: Blackwell.
31. Vygotsky, L. S. 1997. “The Collected Works of L.S. Vygotsky.” Volume 4 in The History of the Development of Higher Mental Functions. Ed. R. W. Rieber and trans. M. J. Hall. New York: Plenum Press.
32. Vygotsky, L. S. 1998. “The Collected Works of L.S. Vygotsky.” Volume 5 in Child Psychology. Ed. R. W. Rieber and trans. M. J. Hall. New York: Plenum Press.
33. Wong, P. L. 2007. “The Education Values of Hong Kong Community in Australia: A Review of the Literature.” ANZCIES 2007 Conference Proceeding, 313–326.
34. Wong, P. L. 2012a. “Hong Kong–Australian Parents’ Development of Values, Expectations and Practices for Their Children’s Education: A Dialectical Process.” In Asia Pacific Education: Diversity, Challenges and Changes, edited by P. W. K. Chan, 68–86. Melbourne, Australia: Monash University Publishing.
35. Wong, P. L. 2012b. “Parents’ Perspectives of the Home-school Interrelationship: A Study of Two Hong Kong–Australian Families.” Australasian Journal of Early Childhood, 37 (4): 59–67.
36. Wong, P. L. 2013a. “How Encouragement in Everyday Family Practices Facilitates Hong Kong–Australian Children’s Motive for Learning.” In Constructing Educational Achievement: A Sociocultural Perspective, edited by S. Phillipson, K. Y. L. Ku, and S. N. Phillipson, 201–214. London: Routledge.
37. Wong, P. L. 2013b. “A cultural–historical study of Hong Kong–Australian children’s learning and development within everyday family practices.” http://arrow.monash.edu.au/hdl/1959.1/906896.
38. Wong, P. L., and M. Fleer. 2012. “A Cultural–historical Study of How Children from Hong Kong Immigrant Families Develop a Learning Motive within Everyday Family Practices in Australia.” Mind, Culture, and Activity 19 (2): 107–126.
39. Wong, P. L., and M. Fleer. 2013. “The Development of Learning as the Leading Activity for Hong Kong Immigrant Families in Australia.” International Research in Early Childhood Education 4: 18–34.
40. Woods, A., and T. Grant. 2005. “Dialectical Materialism.” http://www.marxist.com/science-old/dialectricalmaterialism.html.