Jonathan Tudge

Broschiertes Buch

The Everyday Lives of Young Children

Culture, Class, and Child Rearing in Diverse Societies

Beschreibung

Based on lengthy observations of three-year-olds around the world, Tudge provides unique insight into variations in young children's lives in different societies and from different social class groups. He shows the importance of theory, how to apply it, and illustrates how to carry out cultural-ecological research.
A unique insight into the lives of three-year-olds in different cultures around the world.

Autor

Jonathan Tudge is a professor of human development and family studies at the University of North Carolina, Greensboro and has been a Fulbright scholar and visiting professor at the Institute of Psychology, Federal University of Rio Grande do Sul, Brazil, and a visiting professor at the University of Tartu, Estonia. He completed his undergraduate and master's degrees in England, at Lancaster and Oxford respectively, and his Ph.D. in human development and family studies at Cornell University in the United States. Before becoming a professor, he worked as a teacher of young children in England, Russia and the United States. His research examines cultural-ecological aspects of young children's development both within and across a number of societies, particularly focusing on the years before and immediately following the entry to school. He has co-authored, with Michael Shanahan and Jaan Valsiner, another book published by Cambridge University Press, Comparisons in Human Development: Understanding Time and Context, has also co-edited a third book and has published more than 70 journal articles and book chapters.

Produktdetails

• Verlag: Cambridge University Press
• Seitenzahl: 328
• Erscheinungstermin: 1. März 2008
• Englisch
• Abmessung: 229mm x 152mm x 19mm
• Gewicht: 500g
• ISBN-13: 9780521148481
• ISBN-10: 0521148480
• Artikelnr.: 30204669

Rezensionen

Review of the hardback: '... a welcome addition ... Tudge's work makes important conceptual and empirical contributions to the developmental literature. It presents us with compelling arguments about the need to justify the choice of cultural units and observational categories in describing children's daily activities. It offers a theoretical framework for the study of culture and development, and proposes a broader conception of ethnographic research methodology. Finally, this work enables us to better understand the children of the majority world while providing new information about the children of the Western industrial world as it also guides future research in significant ways.' Human Development