Documents the lives of 24 families in India over almost thirty years.

This volume occasions a dialogue between major authors in the field who engage in a conversation on cosmopolitanism and provinciality from a communication ethics perspective. There is no consensus on what constitutes communication ethics, cosmopolitanism, or provinciality: the task is more modest and diverse and began with contributors being asked what the bias of their work suggests or offers for understanding the theme Communication Ethics: Between Cosmopolitanism and Provinciality. Rather than responding authoritatively, each essay acknowledges the contributor's own work. This book offers no answers, but invites a conversation that is more akin to a beginning, a joining, an admission that there is more than «me», «us», or «my kind» of people, theory, or wisdom. The book will be an excellent resource for instructors and for upper-level undergraduate and graduate courses in communication.

This handbook presents the latest theories and findings on parenting, from the evolving roles and tasks of childrearing to insights from neuroscience, prevention science, and genetics. Chapters explore the various processes through which parents influence the lives of their children, as well as the effects of parenting on specific areas of child development, such as language, communication, cognition, emotion, sibling and peer relationships, schooling, and health. Chapters also explore the determinants of parenting, including consideration of biological factors, parental self-regulation and mental health, cultural and religious factors, and stressful and complex social conditions such as poverty, work-related separation, and divorce. In addition, the handbook provides evidence supporting the implementation of parenting programs such as prevention/early intervention and treatments for established issues. The handbook addresses the complementary role of universal and targeted parenting programs, the economic benefits of investment in parenting programs, and concludes with future directions for research and practice. Topics featured in the Handbook include: · The role of fathers in supporting children’s development. · Developmental disabilities and their effect on parenting and child development. · Child characteristics and their reciprocal effects on parenting. · Long-distance parenting and its impact on families. · The shifting dynamic of parenting and adult-child relationships. · The effects of trauma, such as natural disasters, war exposure, and forced displacement on parenting. The Handbook of Parenting and Child Development Across the Lifespan is an essential reference for researchers, graduate students, clinicians, and therapists and professionals in clinical child and school psychology, social work, pediatrics, developmental psychology, family studies, child and adolescent psychiatry, and special education.

This vital addition to Springer’s ‘Educating the Young Child’ series addresses gaps in the literature on father involvement in the lives of young children, a topic with a fast-rising profile in today’s world of female breadwinners and single-parent households. While the significant body of theoretical understanding and empirical data accumulated in recent decades has done much to characterize the fluidity of evolving notions of fatherhood, the impact of this understanding on policy and legal frameworks has been uneven at an international level. In a field where groups of fathers were until recently marginalized in research, this book adopts a refreshingly inclusive attitude, aiming to motivate researchers to capture the nuanced practices of fathers in minority groups such as those who are homeless, gay, imprisoned, raising a disabled child, or from ethnically distinct backgrounds, including Mexican- and African-American and indigenous fathers. The volume includes chapters highlighting the unique challenges and possibilities of father involvement in their children’s early years of development. Contributing authors have integrated theories, research, policies, and programs on father involvement so as to attract readers with diverse interest and expertise, and material from selected countries in Asia, Australia, and Africa, as well as North America, evinces the international scope of their analysis. Their often interdisciplinary analyses draw, too, on historical and cultural legacies, even as they project a vision of the future in which fathers’ involvement in their young children’s lives develops alongside the changing political, economic and educational landscapes around the world.

To gain comparative insights into middle-class Americans’ child-related values and practices, Grove’s How Other Children Learn examines children’s learning and parents’ parenting in five traditional societies. Such societies are those have not been affected by “modern” – urban, industrial – values and ways of life. They are found in small villages and camps where people engage daily with their natural surroundings and have little or no experience of formal classroom instruction. The five societies are the Aka hunter-gatherers of Africa, the Quechua of highland Peru, the Navajo of the U.S. Southwest, the village Arabs of the Levant, and the Hindu villagers of India. Each society has its own chapter, which overviews that society’s background and context, then probes adults’ mindsets and strategies regarding children’s learning and socialization for adulthood. The book concludes with two summary chapters that draw broadly on anthropologists’ findings about many traditional societies and offer examples from the five societies discussed earlier. The first reveals why children in traditional societies willingly carry out family responsibilities and suggests how American parents can attain similar outcomes. The second contrasts our middle-class patterns of child-rearing with traditional societies’ ways of enabling children to learn and grow into contributing family and community members.

How are mental and emotional disorders expressed among children from different cultural backgrounds, and how can they best be treated? In Transcultural Child Development, the nation's leading practitioners of transcultural child psychology address these and many other questions that surround this broad and under-researched field.

This book covers the underexplored subject of ‘fathering’ in India. It delves into the shared aspirations of men in India to nurture their children in sensitively attuned ways within the culturally prescriptive context that governs men’s roles as providers and caregivers. This work is based on over two decades of intensive research in India on how different groups construct and experience fatherhood and fathering under changing circumstances. It unmasks the heterogeneity that exists within fathering in India through conversations with fathers across diverse contexts—in privileged economic situations and those in difficult home and family circumstances, having children with disability, single-parent fathers and fathers in the military. A separate section discusses fathering daughters and shared parenting. Images and role models in fathering are brought alive through analysis of Hindi films, the media, children’s literature and classical literature. The conceptual analysis moves beyond the power and control dimensions commonly used to describe Indian men and fathers, to highlight their resilience, adaptability, positive involvement and developmental trajectories. This volume is for scholars, researchers and practitioners in developmental psychology, human development and family science, sociology, early childhood education and psychiatry, pediatrics, community medicine and allied fields.