Child-context relationships and developmental outcomes: some perspectives on poverty and culture
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): A.Dawes, D.Donald
KEYWORDS: CHILD DEVELOPMENT, CULTURAL CONDITIONS, CULTURAL CONDITIONS, POVERTY, WELL-BEING (HEALTH)
DEPARTMENT: Developmental, Capable and Ethical State (DCES)
Print: HSRC Library: shelf number 10004
HANDLE: 20.500.11910/11314
URI: http://hdl.handle.net/20.500.11910/11314
TITLE AUTHOR(S): A.Dawes, D.Donald
KEYWORDS: CHILD DEVELOPMENT, CULTURAL CONDITIONS, CULTURAL CONDITIONS, POVERTY, WELL-BEING (HEALTH)
DEPARTMENT: Developmental, Capable and Ethical State (DCES)
Print: HSRC Library: shelf number 10004
HANDLE: 20.500.11910/11314
URI: http://hdl.handle.net/20.500.11910/11314
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The paper points out that programs must be sensitive to the several contexts that simultaneously influence the child's development - the ecology that surrounds the child, the developmental period he or she is in, and the developmental domain (social, emotional, cognitive, physical). It also seeks to provide a more thorough discussion of some of the complexities of child-context interactions in poverty contexts. Cultural practices form a central component of the child's context. The second half of the paper explores the ways in which cultures structure the experience of childhood.-
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