Table of Contents
HC1 ...................................................................................................................................................2
LITERATURE .......................................................................................................................................5
HC2 ...................................................................................................................................................6
LITERATURE .......................................................................................................................................8
HC3 ...................................................................................................................................................9
LITERATURE ..................................................................................................................................... 12
HC4 ................................................................................................................................................. 15
LITERATURE ..................................................................................................................................... 21
HC5 ................................................................................................................................................. 21
LITERATURE ..................................................................................................................................... 25
HC6 ................................................................................................................................................. 28
LITERATURE ..................................................................................................................................... 33
HC7 ................................................................................................................................................. 36
LITERATURE ..................................................................................................................................... 39
,HC1
The Netherlands have become more diverse, because of migration and globalization. There’s more diversity
in the cities. Population growth is mostly attributed to migration and is expected to increase over the years.
There are different migration groups and for different reasons (work, education, family migration and
asylum/refugee). Super-diversity is much bigger than country of origin. People are diverse in various ways;
some characteristics are more visible than others and diversity characteristics interact with each other ->
broad perspective of diversity:
- Ethnic background
- SES
- Religion
- Linguistic diversity
- Family composition
- Gender/ sexual orientation
- Rural vs urban
- Physical characteristics
Most behavioral science is based on WEIRD samples -> Western, educated, industrialized, rich democratic. De
majority of science are done on these samples.
What is culture?
- Ecological theory
- Sociocultural theory
- Individualism vs relationism/ collectivism
- Developmental niche
Bronfenbrenner ecological perspective:
- Individual and cultural processes as separate entities
- Culture as the macro layer, it’s part of society and make a group similar, but it doesn’t have a direct
impact on the child (homogenizing)
Velez-Agosto in reaction to this, inspired by:
- Vygotsky: culture as system in which every human activity is realized and internalized (micro) -> as a
child you’re directly emerged in culture
- Weisner: internalization of cultural scripts (routines) as an actor instead of passive recipient (child
layer)
- Rogoff: culture as community participation instead of internalization -> you’re participating in all the
events yourself
,New model:
- Culture as inherently part of all settings (proximal and distal)
- Culture as everchanging system consisting of practices of social communities and the interpretation
of these practices trough language -> practices are understood by language
- Importance of daily, cultural practices
Rogoff:
- Culture is not just outside you, but there is a transactional process → you shape the culture as well.
- Studying development = studying the lives and experiences of children, even in WEIRD samples.
Individualism vs relationism/ collectivism:
Individualistic orientation
- Individual development
- Independence
- Autonomy
Collectivistic orientation
- Relations with others
- Interdependence
- Loyalty
This model has been widely used in science, but is also widely criticized
- Risk of oversimplification and categorization of cultures as a whole
- Influence of globalization, migration, social media
The model still holds value in terms of parental orientations
- What is important to parents?
- Individualistic and relational orientations can coexist (in society and within people)
- Orientations can differ based on the context
, Developmental niche
- Settings -> psychical environment (family structure, housing, material and
toys) and the social aspects of the setting (relations with family-members
and significant others and parental roles)
• Different opportunities and family structure -> development
• Physical or social danger
- Customs (and practices) -> everything you do as a parent (intentional or
unintentional)
• Social traditions, o rganizing daily life, developmental activities, language, techniques to
connect or comfort children
- Caretaker psychology -> parental beliefs
• Children and the process of development and education, milestones or developmental
timetables, socialization goals, cultural values, educational and developmental aspirations,
effective parenting
The system aimed at homeostasis; balance between components. The components of developmental niche
impact child outcomes:
- Similar settings can lead to different child outcomes
- Different customs can lead to similar child outcomes
- There is interaction between components
Every component is embedded in other aspects of the human ecology (for example climate)
Cultural sensitivity
Cultural sensitivity in social sciences:
- Understanding limitations and opportunities of the social sciences
- Learning to discuss normative topics in a culturally sensitive way
- Using culturally sensitive terminology
Social sciences (opportunities):
- Based on the concept of generalization
- Looking for universalities or common ground in humans
- Studying groups of people has a value
Social sciences (limitations)
- How to determine who is part of a group
- Differences within groups vs differences between groups
- Risk of overgeneralization
HC1 ...................................................................................................................................................2
LITERATURE .......................................................................................................................................5
HC2 ...................................................................................................................................................6
LITERATURE .......................................................................................................................................8
HC3 ...................................................................................................................................................9
LITERATURE ..................................................................................................................................... 12
HC4 ................................................................................................................................................. 15
LITERATURE ..................................................................................................................................... 21
HC5 ................................................................................................................................................. 21
LITERATURE ..................................................................................................................................... 25
HC6 ................................................................................................................................................. 28
LITERATURE ..................................................................................................................................... 33
HC7 ................................................................................................................................................. 36
LITERATURE ..................................................................................................................................... 39
,HC1
The Netherlands have become more diverse, because of migration and globalization. There’s more diversity
in the cities. Population growth is mostly attributed to migration and is expected to increase over the years.
There are different migration groups and for different reasons (work, education, family migration and
asylum/refugee). Super-diversity is much bigger than country of origin. People are diverse in various ways;
some characteristics are more visible than others and diversity characteristics interact with each other ->
broad perspective of diversity:
- Ethnic background
- SES
- Religion
- Linguistic diversity
- Family composition
- Gender/ sexual orientation
- Rural vs urban
- Physical characteristics
Most behavioral science is based on WEIRD samples -> Western, educated, industrialized, rich democratic. De
majority of science are done on these samples.
What is culture?
- Ecological theory
- Sociocultural theory
- Individualism vs relationism/ collectivism
- Developmental niche
Bronfenbrenner ecological perspective:
- Individual and cultural processes as separate entities
- Culture as the macro layer, it’s part of society and make a group similar, but it doesn’t have a direct
impact on the child (homogenizing)
Velez-Agosto in reaction to this, inspired by:
- Vygotsky: culture as system in which every human activity is realized and internalized (micro) -> as a
child you’re directly emerged in culture
- Weisner: internalization of cultural scripts (routines) as an actor instead of passive recipient (child
layer)
- Rogoff: culture as community participation instead of internalization -> you’re participating in all the
events yourself
,New model:
- Culture as inherently part of all settings (proximal and distal)
- Culture as everchanging system consisting of practices of social communities and the interpretation
of these practices trough language -> practices are understood by language
- Importance of daily, cultural practices
Rogoff:
- Culture is not just outside you, but there is a transactional process → you shape the culture as well.
- Studying development = studying the lives and experiences of children, even in WEIRD samples.
Individualism vs relationism/ collectivism:
Individualistic orientation
- Individual development
- Independence
- Autonomy
Collectivistic orientation
- Relations with others
- Interdependence
- Loyalty
This model has been widely used in science, but is also widely criticized
- Risk of oversimplification and categorization of cultures as a whole
- Influence of globalization, migration, social media
The model still holds value in terms of parental orientations
- What is important to parents?
- Individualistic and relational orientations can coexist (in society and within people)
- Orientations can differ based on the context
, Developmental niche
- Settings -> psychical environment (family structure, housing, material and
toys) and the social aspects of the setting (relations with family-members
and significant others and parental roles)
• Different opportunities and family structure -> development
• Physical or social danger
- Customs (and practices) -> everything you do as a parent (intentional or
unintentional)
• Social traditions, o rganizing daily life, developmental activities, language, techniques to
connect or comfort children
- Caretaker psychology -> parental beliefs
• Children and the process of development and education, milestones or developmental
timetables, socialization goals, cultural values, educational and developmental aspirations,
effective parenting
The system aimed at homeostasis; balance between components. The components of developmental niche
impact child outcomes:
- Similar settings can lead to different child outcomes
- Different customs can lead to similar child outcomes
- There is interaction between components
Every component is embedded in other aspects of the human ecology (for example climate)
Cultural sensitivity
Cultural sensitivity in social sciences:
- Understanding limitations and opportunities of the social sciences
- Learning to discuss normative topics in a culturally sensitive way
- Using culturally sensitive terminology
Social sciences (opportunities):
- Based on the concept of generalization
- Looking for universalities or common ground in humans
- Studying groups of people has a value
Social sciences (limitations)
- How to determine who is part of a group
- Differences within groups vs differences between groups
- Risk of overgeneralization
