[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-167186-en":3,"doc-seo-167186-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},167186,1099513958762,"Logic","https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253",8,"Research & Report","Child Development Across Cultures - Chapter 8","Chapter 8 examines how child development research and undergraduate course concepts translate across cultures, challenging assumptions of universality built largely on middle-class European-American samples. It applies the developmental niche framework, linking culturally regulated practices, environmental and social settings, and caretaker belief systems to children’s development. It then reviews cognitive development through Piaget’s stages, comparing sensorimotor findings across regions while noting gaps between classic theory and broader evidence.","8  \nChild Development Across Cultures  \nAdriana Molitor and Hui‐Chin Hsu  \nDuring the latter half of the last century, developmental psychology earnestly began cross‐cultural explorations. Although much remains unknown, great strideshave been made in identifying similarities and variations in the development of children around the world. Despite the field’s awareness of limitations in the universality of traditional theories and findings, the developmental phenomena and patterns discussed in undergraduate courses are often implicitly regarded as capturing unequivocal regularities in child development. However, the bulk of developmental knowledge has derived from research and theory focused on a small segment of the world’s people—most often, middle‐class European‐ American children and families. This chapter considers the cross‐cultural applicability of some of the most popular content addressed in undergraduate developmental psychology and reviews research that has revealed similarities and differences across cultures.  \nAccording to Super and Harkness (1986, 1994, 1997), three interconnected components of culture work together as a system (i.e. , a developmental niche) to influence children’s development. Customs and practices refer to normative and individual child‐rearing practices within a culture that range from pragmatic strategies to symbolic or religious rituals. These culturally‐regulated behavioral practices incorporate sleeping and feeding routines, child care arrangements, interpersonal interaction styles, and teaching approaches. Settings capture the physical, economic, and social contexts in which the child resides and include ecology, living space, family composition, and objects. Finally, caretaker psychology encompasses not merely the psychological attributes of a parent but wider cultural belief systems, particularly shared understandings about the development and needs of children. These include implicit “ethnotheories” about how competencies  \nCross-Cultural Psychology: Contemporary Themes and Perspectives, Second Edition.  \nEdited by Kenneth D. Keith.  \n© 2019 John Wiley & Sons Ltd. Published 2019 by John Wiley & Sons Ltd.  \n154 Development  \nunfold (e.g., nature vs. nurture), timetables for expectations, desired competencies, and ultimate goals for development. Super and Harkness (1986, 1997) emphasized that the three components do not operate independently; rather, socialization practices are intimately tied to the cultural beliefs and ecology of a child’s developmental niche. Unfortunately, however, the interconnections are not consistently studied or uncovered in psychological research. As we review reports of cross‐cultural differences in child development, it is nevertheless important to recognize that connections exist between cultural practices, beliefs, and settings even if they are not, as yet, fully understood.  \nCognitive Development: Piaget’s Stages  \nThe study of children’s thinking traces its origins and inspiration to the pioneering research and prolific writings of Jean Piaget. Among the basic tenets of his integrative theoretical perspective (see Flavell, 1963, for a comprehensive review) is the renowned proposition that intellectual processes advance qualitatively in a series of four progressive stages. Although much of his research was conducted on his own children and children in Geneva, Switzerland, Piaget assumed he was uncovering universal patterns of thought and development (Crain, 2005; Dasen, 1994) . Cross‐cultural investigations indicate that in some respects, Piaget was correct in his depiction of cognitive growth; however, many aspects of his theory have not been supported even within Western samples. His perspective has been enormously influential, but the modern study of cognitive development has shown Piaget’s stage portrayal to be inaccurate and insufficient in accounting for the full range of transformations in children’s cognition.  \nSensorimotor Stage  \nPiaget describe","cbCaiosv4u5tPsar","https://ap.wps.com/l/cbCaiosv4u5tPsar","pdf",158874,1,37,"English","en",105,"# Child Development Across Cultures\n## Culture and the Developmental Niche\n## Cognitive Development: Piaget’s Stages\n## Sensorimotor Stage","[{\"question\":\"为什么发展心理学需要关注跨文化适用性？\",\"answer\":\"传统理论与研究常默认其普遍规律，但大量发展知识主要来自特定群体。该章节强调在不同文化中识别相似与差异，并审视这些概念是否能被跨文化推广。\"},{\"question\":\"发展生态位（developmental niche）包含哪三部分？\",\"answer\":\"发展生态位由三种相互关联的文化要素构成：教养习俗与实践（child-rearing practices）、环境/情境（settings）以及照护者的心理与文化信念体系（caretaker psychology）。\"},{\"question\":\"章节如何评估皮亚杰认知发展阶段理论？\",\"answer\":\"章节指出皮亚杰的阶段描述在某些方面得到跨文化研究支持，例如传感运动阶段的序列，但也强调其理论在解释儿童认知变化的完整范围上仍存在不足，且在不同样本中表现出差异与计时偏移。\"}]","Child Development Across Cultures - Chapter 8 | PDF",1788210037,93,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"child-development-across-cultures-chapter-8","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/child-development-across-cultures-chapter-8/167186/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-01","2026-08-31",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"为什么发展心理学需要关注跨文化适用性？","Question",{"text":76,"@type":77},"传统理论与研究常默认其普遍规律，但大量发展知识主要来自特定群体。该章节强调在不同文化中识别相似与差异，并审视这些概念是否能被跨文化推广。","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"发展生态位（developmental niche）包含哪三部分？",{"text":81,"@type":77},"发展生态位由三种相互关联的文化要素构成：教养习俗与实践（child-rearing practices）、环境/情境（settings）以及照护者的心理与文化信念体系（caretaker psychology）。",{"name":83,"@type":74,"acceptedAnswer":84},"章节如何评估皮亚杰认知发展阶段理论？",{"text":85,"@type":77},"章节指出皮亚杰的阶段描述在某些方面得到跨文化研究支持，例如传感运动阶段的序列，但也强调其理论在解释儿童认知变化的完整范围上仍存在不足，且在不同样本中表现出差异与计时偏移。","https://schema.org",{"og:url":52,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,121,124,129,132,136],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":46,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":46,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":46,"category_name":138,"show_sort_weight":107,"slug":139},19,"General","general"]