Ecocultural Understanding of Children's Developmental Pathways

By T. Weisner. Human Development, 2002

534 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3136f7f1e3f8e58de1bf963131ce8374ce45e8a2

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

From Pipelines to Partnerships: A Synthesis of Research On How Diverse Families, Schools, and Communities Support Children's Pathways Through School (2005, background): “It builds on Vygotsky’s (1978) proposition that families in all cultural communities develop goals, values, and skills that allow them to adapt to their environments and establish meaningful lives (e.g., Harkness, Super, & Keever, 1992; Rogoff, 2003; Tharp & Gallimore, 1988; Weisner, 2002).”
A unified theory of development: a dialectic integration of nature and nurture. (2010, background): “Individual well-being is also a result of meaningful cultural engagement with desirable everyday routines that have a script, goals, and values (Weisner, 2002).”
African American, White and Latino Fathers’ Activities with their Sons and Daughters in Early Childhood (2012, background): “In line with eco-cultural and guided participation frameworks (Rogoff 1993; Weisner 2002), we find that fathers’ everyday activities with their young children present a powerful context for gender socialization.”
Father Involvement and Children's Early Learning: A Critical Review of Published Empirical Work from the Past 15 Years (2008, background): “Among other theoretical conceptualizations included (but not to any significant degree) were: Baumrind's ( 1971 ) typology of parenting, Bronfenbrenner's ( 1986 ) developmental-ecological theory, Weisner's ( 2002 ) ecocultural theory, Pleck's ( 1997 ) model of relationship quality, social learning t”
Cross-cultural, developmental psychology: integrating approaches and key insights (2020, background): “…theory (Vygotsky, 1980), Harkness & Super's developmental niche model (Harkness & Super, 1994), Weisner's ecocultural model (Weisner, 2002), Rogoff's transformation of participation approach (Rogoff, 2003), Keller's ecocultural model of child development (Keller, 2007), and…”
The Theory of Language Socialization (2011, background): “…of children ’ s lives and children ’ s behavior, inspiring research on how local theories and environments infl uence parenting and child development (e.g. Harkness and Super 1996 ; Rogoff 2003 ; Shweder, Mahapatra, and Miller 1987 ; Weisner 2002 ), but language practices were minimally addressed.”
`You have to push it--who's gonna raise your kids?': situating child care and child care subsidy use in the daily routines of lower income families (2004, background): “by ecological factors such as social, legal-institutional and material resources ( Weisner, 2002 ).”
Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study (2013, background): “Broader ecological theories of development recognize that the family and school contexts are among the most important, proximal, and dynamic influences on young children’s emergent competencies (Weisner, 2002).”
Using mobile phone diaries to explore children’s everyday lives (2012, background): “As Weisner (2002) indicates, it is the ‘everyday routines of life’ that are central to an ecocultural approach.”
Facilitating Family Involvement and Support for Inclusive Education (2008, background): “Weisner (2002) examined cultural influence within the ecological-cultural context and suggested that cultural pathways are made up of everyday routines of life.”
Sustainability of Daily Routines as a Family Outcome (2005, methodology): “How can one conceptualize development as such a journey on a pathway consisting of activities in some specific cultural-ecological context, and imagine that we could use only one method to find out about it ( Weisner, 2002; also drawn from Weisner, in press)?”
Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “Parents have specific beliefs about child development that predict the experiences they make available to their children [19] which, in turn, predict children’s math development (see also [20–22]).”