Bringing the Real World into Developmental Science: A Commentary on Weber, Fernald, and Diop (2017)

Autor/inn/en	Morelli, Gilda; Bard, Kim; Chaudhary, Nandita; Gottlieb, Alma; Keller, Heidi; Murray, Marjorie; Quinn, Naomi; Rosabal-Coto, Mariano; Scheidecker, Gabriel; Takada, Akira; Vicedo, Marga
Titel	Bringing the Real World into Developmental Science: A Commentary on Weber, Fernald, and Diop (2017)
Quelle	In: Child Development, 89 (2018) 6, S.594-603 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13115
Schlagwörter	Intervention; Indigenous Knowledge; Parent Role; Parents as Teachers; Verbal Communication; Ethics; Child Development + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Ethik; Kindesentwicklung
Abstract	This article examines the parent intervention program evaluated by Weber et al. (2017) and argues that there are scientific and ethical problems with such intervention efforts in applied developmental science. Scientifically, these programs rely on data from a small and narrow sample of the world's population; assume the existence of fixed developmental pathways; and pit scientific knowledge against indigenous knowledge. The authors question the critical role of talk as solely providing the rich cognitive stimulation important to school success, and the critical role of primary caregivers as teachers of children's verbal competency. Ethically, these programs do not sufficiently explore how an intervention in one aspect of child care will affect the community's culturally organized patterns of child care. [This commentary is a response to Weber, Fernald, & Diop (2017); see EJ1153152.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01