Learning from Latinos: Contexts, Families, and Child Development in Motion

Autor/inn/en	Fuller, Bruce; Garcia Coll, Cynthia
Titel	Learning from Latinos: Contexts, Families, and Child Development in Motion
Quelle	In: Developmental Psychology, 46 (2010) 3, S.559-565 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0019412
Schlagwörter	Socialization; Psychologists; Child Rearing; Adolescents; Social Scientists; Child Development; Hispanic Americans; Family Relationship; Attachment Behavior; Parent Child Relationship; Social Integration; Cognitive Development; Social Class + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Psychologist; Psychologe; Psychologin; Kindererziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social scientist; Sozialwissenschaftler; Kindesentwicklung; Hispanic; Hispanoamerikaner; Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziale Integration; Kognitive Entwicklung; Social classes; Soziale Klasse
Abstract	Two generations ago, Latino children and families were often defined as disadvantaged, even "culturally deprived," by psychologists, social scientists, and pediatric researchers. Since then, empirical work from several disciplines has yielded remarkable discoveries regarding the strengths of Latino families and resulting benefits for children. Theoretical advances illuminate how variation in the child's culturally bounded context or developmental niche reproduces differing socialization practices, forms of cognition, and motivated learning within everyday activities. This review sketches advances in 4 areas: detailing variation in children's local contexts and households among Latino subgroups, moving beyond Latino-White comparisons; identifying how parenting goals and practices in less acculturated, more traditional families act to reinforce social cohesion and support for children; identifying, in turn, how pressures on children and adolescents to assimilate to novel behavioral norms offer developmental risks, not only new opportunities; and seeing children's learning and motivation as situated within communities that exercise cognitive demands and social expectations, advancing particular forms of cognitive growth that are embedded within social participation and the motivated desire to become a competent member. This review places the articles that follow within such contemporary lines of work. Together they yield theoretical advances for understanding the growth of all children and adolescents, who necessarily learn and develop within bounded cultural or social-class groups. (Contains 2 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10