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Three-year-old Kwara'ae children in Oceania act as caregivers of their younger siblings, but in the UK, it is an offense to leave a child under age 14 ears without adult supervision. In the Efe community in Zaire, infants routinely use machetes with safety and some skill, although U.S. middle-class adults often do not trust young children with knives. What explains these marked differences in the capabilities of these children? Until recently, traditional understandings of human development held that a child's development is universal and that children have characteristics and skills that develop independently of cultural processes. Barbara Rogoff argues, however, that human development must be understood as a cultural process, not simply a biological or psychological one. Individuals develop as members of a community, and their development can only be fully understood by examining the practices and circumstances of their communities.
1: Orienting concepts and ways of understanding the cultural nature of human development
2: Development as transformation of participation in cultural activities
3: Individuals, generations and dynamic cultural communities
4: Child rearing in families and communities
5: Developmental transitions in individuals' roles in their communities
6: Interdependence and autonomy
7: Thinking with the tools and institutions of culture
8: Learning through guided participation in cultural endeavours
9: Cultural change and relations among communities
