developmental niche and goodness of fit.
The temperament and environment are related because a child's temperament is expressed through the interaction and response to the surrounding environment. As based on the developmental niche, child's behavior is often based on a response to the surrounding environment. These responses differ from one environment setting to another. The interaction between others surrounding the child and the child may facilitate or inhibit particular behaviors on the part of the child. The child-environment relationship is a two-way interaction.
According to the idea of Goodness of Fit, temperament and the demands of his or her environment are matched based on the quality of the adaptation. Thus temperament determines the actual adaptation of the child to his or her environment, the more adapted (based on temperament) the better the "goodness of fit".
2. Distinguish among different cultural constructions of person and self as described in the chapter.
The self is different among cultures because each person responds differently to his or her environment, and cultural context. These viws are expressed differently based on early exposure to differing views and beliefs of a person in general. The self-concept according to the book is the perception of oneself as a person with desires, preference, attributes, and abilities. An example of the difference of self through cultures is shown well in child raring practices. For collectivist cultures the welfare of the individual is introduced and reinforced. Children are taught that their primary goal is independence and the "establishment of a unique self, through individualistic cultures".
An example of the self in Buddhism is based on a psychological system rather than religion. "The focus on 'self' clouds a persons' perception and experience of reality because one organizes experiences according to this limited belief (self) and is unaware of the reality beyond.
3. Describe independent and interdependent conceptions of self as they relate to the larger cultural dimension of individualism/collectivism.
Since different cultures have different concepts of self, in a large cultural dimension, independent conceptions of self can suggest that one may focus more on the person than on the context when perceiving and evaluation behavior. A collectivist society reflects behavior in which the exosystem come sin contact with the customs, and values of their culture.
4. Critically evaluate the cross-cultural validity of Erikson's ideas on identity formation.
The problem with Erikson's theory is the fact that culture doesn't really play a part in his idea of psychosocial development. His ideas were based on western societies. Although Erikson described various relationships based on different developmental stages, he failed to focus on the relationships in cultures other than the American culture.
5. Use the concept of social clocks as a developmental framework and apply it to a variety
of specific ecological systems.
The social clock is the schedule by which individuals are presumed to complete the major task within the life span. As these markers affect people, they adjust to transitions more easily according to the social clock. In the microsystem, children have particular social clocks. Their parents heavily influence them however; they develop at their own rate based on socialization and factors directly affecting them. This also can be applied to the macrosystem. As a child's parent's job affects various aspects of how the child is influenced, the child's social clock can be altered to conform to how parents deal with situations such as work.