The Peer Group as a Social and Cultural Context: Influence on Socioemotional Functioning in Chinese Children

2012 ◽  
Vol 43 (1) ◽  
pp. 74-91 ◽  
Author(s):  
Bin-Bin CHEN ◽  
Dan LI ◽  
Xinyin CHEN ◽  
Feng CHEN
Keyword(s):  
Cultural Context ◽  
Peer Group ◽  
Chinese Children ◽  
Socioemotional Functioning

Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary

2019 ◽  
Vol 30 (5) ◽  
pp. 590-607 ◽  
Author(s):  
Jingjing Zhu ◽  
Yan Li ◽  
Katherine R. Wood ◽  
Robert J. Coplan ◽  
Xinyin Chen
Keyword(s):  
Receptive Vocabulary ◽  
Chinese Children ◽  
Socioemotional Functioning ◽  
Moderating Role

Socialization in the Family: Implications for Music Education

2017 ◽  
Vol 36 (3) ◽  
pp. 29-37 ◽  
Author(s):  
Susan Wharton Conkling
Keyword(s):  
Music Education ◽  
Extracurricular Activities ◽  
Cultural Context ◽  
Peer Group ◽  
Well Being ◽  
Cultural Variation ◽  
Stage Of Development ◽  
The Family ◽  
Socialization Processes ◽  
Socializing Agents

Socialization in the family commonly is considered a process by which children acquire self-understanding and learn to successfully interact with others in a specific cultural context. At one time, scholars conceived of socialization as a process limited to early childhood; thus, greater understanding about socialization, including how music is used in processes of socialization, exists for that stage of development. Now scholars view socialization as a process that continues throughout the life span. The emergent research includes studies on cultural variation in socialization processes, as well as on how parents continue as important socializing agents even as children mature and become influenced by schooling and a peer group. Relevant to music education are findings that parents and caregivers select and support older children’s and adolescents’ participation in specific extracurricular activities to help ensure their well-being and develop a desirable peer group.

Cultural Context of Human Rights Violations Against Children in Asian Countries

2020 ◽  
pp. 190-207
Author(s):  
Kavitha Balakrishnan
Keyword(s):  
Human Rights ◽  
Cultural Context ◽  
Chinese Children ◽  
Religious Practices ◽  
Human Rights Violations ◽  
Asian Countries ◽  
Cultural Contexts ◽  
European Culture ◽  
Child Victimization

Asian countries have a culture that is diametrically opposite to European Culture. In India, China, Thailand, etc., mothers are more attached to their children than husbands. There are certain religious practices that amount to human rights violations. Chinese children are deprived of enjoyment to the fullest. Trafficking, disparities, problems in Tibet, etc. are causing serious threats to the lives of children in China. This chapter analyses human violation against children in some of the Asian countries. It is not easy to cover all the countries, so some countries that have representative character are included for a detailed study. This chapter analyses various cultural contexts that aggregate child victimization and also suggests measures to stop it.

Children’s Emotion Knowledge and Internalizing Problems: The Moderating Role of Culture

2018 ◽  
Vol 55 (5) ◽  
pp. 689-709 ◽  
Author(s):  
Stacey N. Doan ◽  
Qi Wang
Keyword(s):  
Internalizing Problems ◽  
Cultural Context ◽  
Assessment System ◽  
Chinese Children ◽  
European American ◽  
Emotion Knowledge ◽  
Children's Emotion ◽  
American Children ◽  
Moderating Role

This study examined in a cross-cultural context the prospective relation between children’s emotion knowledge and internalizing problems. European American ( N = 33) and immigrant Chinese children ( N = 22) and their mothers participated. Children’s emotion knowledge was assessed at three-and-a-half years of age using a task to elicit their understanding of situational antecedents of discrete emotions. Mothers reported on children’s internalizing problems using the Behavior Assessment System Children (BASC) when children were seven years of age. The relation of children’s emotion knowledge to internalizing problems was moderated by culture. Whereas early emotion knowledge was associated with decreased internalizing problems later on for European American children, it was associated with increased internalizing problems for immigrant Chinese children. The findings shed critical light on the different functional meanings of emotion knowledge across cultures.

scholarly journals Parenting and Peer-Group Behavior in Cultural Context

2009 ◽  
pp. 213-246 ◽  
Author(s):  
David A. Nelson ◽  
Larry J. Nelson ◽  
Craig H. Hart ◽  
Chongming Yang ◽  
Shenghua Jin
Keyword(s):  
Cultural Context ◽  
Peer Group ◽  
Group Behavior
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