Ecocultural Perspective Research Articles

Experiences of parenting for autistic children in Australia and Italy: a qualitative cross-cultural comparison.

Parents vary in their gradual adaptation to the demands of caring for an autistic child. Their experiences can be positive, negative, or a combination of both, depending on the severity of the cases and various personal and social factors. Cross-cultural comparisons can aid in understanding how contextual factors, such as the availability of social and health services, and cultural factors, such as family relationships and the distribution of care burden, may influence the caregiving experience. However, there is a limited amount of cross-cultural research on this topic, which is almost exclusively quantitative. From an ecocultural perspective, our interview-based study aimed to explore the experiences of Australian (15) and Italian (11) parents of autistic children living in their respective countries. The analysis identified three main themes. Life through autism, autism through life: coexisting with an unexpected life partner, Parenting autistic children: reorganization of parents' subjectivity and familiar dynamics, and The unseen side of disability: autism communities between inclusion and segregation. Our comparative approach reveals both commonalities and differences between the two groups of participants. The similarities support features previously identified in the literature: the emotional and physical burden on parents and the positive impact on parental identity. The differences relate to the diagnostic process, interactions with health professionals, the impact of autism on family dynamics and parental perspectives, and the role assigned to siblings. Despite facing similar challenges, these differences reveal how Italian and Australian parents articulate different understandings linked to social and cultural differences.

Nature and Memory in Tan Twan Eng’s Novels: An Ecocultural Perspective

Eco-culturalism, as a literary approach, is a growing field that examines the interconnectedness of culture and the environment. It underscores the symbiotic relationship between humans and the natural world, emphasizing the profound impact of ecological concerns on cultural practices, values, and narratives. This literary approach seeks to address critical environmental issues through storytelling, infusing literature with ecological awareness and promoting sustainable practices. Analyzing eco-culturalism in Tan Twan Eng’s narrative, including The Gift of Rain, The Garden of Evening Mists and The House of Doors, this article offers profound insights into the dimensions through which eco-culturalism manifests in Tan’s novels, illuminating the symbiotic relationship between culture, ecology and memory. Tan Twan Eng’s novels are exquisite embroidery woven with intricate threads of culture, identity, and the natural world. From ecological values to ecological identity, and finally to ecological memories, these elements serve as both narrative tools and windows into the hearts and minds of his characters. Eco-culturalism is intricately woven into the narrative fabric, evolving across the three novels, further enriching Tan’s narrative, and proving the power of literature in connecting culture and nature. The combination of eco-value and sustainable practice illustrates the deep connection between culture, ecology, memory, and human prosperity, allowing readers to more deeply appreciate Malaysian cultural diversity, especially the valuable exploration of identity, belonging and meaning in a nature-centered multicultural society. arch for meaning in a nature-centered multicultural society.

Selective mutism in immigrant families: An ecocultural perspective.

Although the diagnosis of selective mutism (SM) is more prevalent among immigrant children, the link between the disorder and an immigration background has been elusive. Guided by ecocultural models of development, the current study aimed to construct a theory-based description of SM while considering individual, family, and contextual risk factors. Participants were 78 children with SM (38.4% with an immigration background), and 247 typically developed children (18.2% with an immigration background). Consistent with previous studies, our results suggest that anxiety was the most important predictor of SM symptoms, above and beyond immigration background. Immigration, especially if coupled with bilingual status and low family income, predicted increased levels of SM symptoms. Identifying multi-level predictors of SM may help researchers and clinicians to improve early identification and treatment of SM in culturally and linguistically diverse children.

‘It all depends … ’ A Real Life Learning model informing childminding pedagogy in Ireland

ABSTRACT This doctoral research addressed the dearth of research focussed on childminding in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders’ pedagogy. The research was conducted within the theoretical framework of Ecocultural Theory (ECT) against the backdrop of Irish Early Childhood Education and Care (ECEC) policy on the eve of mandatory regulation of childminding. A mixed method approach was adopted, using the Ecocultural Family Interview for Childminders (EFICh) , including participants’ photographs, a case study survey, researcher field notes and holistic ratings. (Tonyan, Holli A. 2017. “Opportunities to Practice What Is Locally Valued: An Ecocultural Perspective on Quality in Family Child Care.” Early Education and Development 28: 727–744. doi:10.1080/10409289.2017.1303304). The research documents a previously unidentified cultural model of pedagogy among childminders, Real Life Learning, in which the primary goal is to explore learning opportunities presented by real life experiences as they arise. The childminder prioritises flexible, child-led, relationship-driven nurture and learning emerging from everyday experiences in enriched home and outdoor environments as well as within the local community. To engage Irish childminders into the future sustainably, any proposed system of regulation and supports should be aligned with this Real Life Learning model.

Transforming the established perceptions of visuospatial reasoning: integrating an ecocultural perspective

Many studies on visuospatial reasoning have drawn upon a psychological perspective. Importantly, some research has shown that spatial capabilities are developed through experiences and others emphasize the value of physical involvement. This article reports on investigations of how ecocultural experiences, that is cultural experiences in the environment, are examples of physical involvement that require thought and develop visuospatial reasoning about the environment. Such experiences and reasoning are significant in culture and in mathematical thinking. This article was developed by comparing and contrasting research reports from diverse cultural groups, my own studies and lived experiences. Most studies used ethnomethodologies through field work, unstructured interviews and yarning, that is talking about the experiences as they occur or in retrospect or in terms of cultural purpose and mathematical implications. Interestingly, many vignettes reveal close links to the traditional psychological spatial capabilities. Overarching many of the studies were cultural relationships between educators, learners and learning. These studies extend our understanding of visuospatial reasoning to show diverse approaches to many areas associated with school mathematics education. This is particularly noticeable in categorizing and using shapes and location and in the use of symmetry, measurement and proportional reasoning. Other findings were that past experiences within a particular ecocultural environment impact intentions, attention and noticing, which, in turn, affect mathematics learning and investigating. Examples of teaching from an ecocultural perspective to strengthen visuospatial reasoning in mathematics are discussed.

The caregiving practices of nomadic Yuruk Turkmen families for their children in terms of developmental well-being: an ecocultural perspective

ABSTRACT This study was conducted in order to investigate the caregiving practices of nomadic Yuruk Turkmen (NYT) families for their children for developmental well-being in view of ecocultural theory perspective. The ethnography method was used in order to investigate the caregiving practices of NYT families in physical and social environment in detail. The sample consists of four NYT children and their family members who take part and responsibility in caregiving practices. As data collection tools observation, interview, ethnographic photographs, and the researcher’s diary were used. The findings indicate that the practices of sheltering, nutrition, sleeping, cleanliness, and health are shaped by factors such as nomadic life style, physical and social environment and livelihood sources. Children participate in production activities from an early age. They also take some responsibilities in the care of their siblings. Within environmental possibilities, care givers possess false caregiving practices although they carry out practical and effective ones.

A review of daily conversations and practices at home: Exploring practices that promote early literacy in Spanish-speaking homes and home-school interactions

Coming from a low-income heritage language family, like 17% of Latino families, entails important academic risk factors related to lower scores on reading tests. Considering that it is estimated that Latino students will represent 50% of the U.S. public schools’ population by 2050, their literacy learning must be supported adequately. The purpose of this literature review is to explore, from an ecocultural perspective, early literacy practices of low-income Spanish-speaking families and analyze the nature of literacy home-school interventions implemented for this group. The literature highlights non-traditional literacy practices that are strengths of the Latino families, such as a robust oral tradition focused on social cues, children’s engagement in written household chores, and the use of the Bible to pass values. Parents have mixed beliefs regarding literacy promotion: they do not feel prepared to support their children; thus, they support teachers as experts. Three types of home-school literacy interventions were found: printed material sharing; printed material exchange; family programs. As the literature posits, interventions should consider and be based on family beliefs, culture, and strengths; otherwise, effectivity and attrition are at risk. Moreover, new research should be conducted to bridge the gap regarding the role of family actors other than the mother, as well as the differences within the Latino community and immigrant generation.

PELESTARIAN DAN PENGEMBANGAN KEANEKARAGAMAN SENI NUSANTARA Bahasan tentang Memajukan Pendidikan dan Menguatkan Karakter

Three important cases need to be raised to begin this article. First, it is the issue of advancing education and strengthening culture. The issue should be seen as awareness to understand arts in various archipelago as a whole system, namely regarding human’s behaviour and values and natural-physical and socio-cultural environmental resources; that is, an eco-cultural system. This basic understanding becomes the starting point for carrying out activities or praxis in dealing with the changes which occur. Second, the effort of inheritance in its form as the preservation and development of this culture which refers to the awareness of artistic diversity which needs to be maintained as a system that gives freedom in unity and integrity. Third, art is a cultural element that is sensitive to differences, and becomes a flexible means of bridging differences; it becomes a means of appreciation of the refined inner space to overcome violence, hatred, pride, and greed. In brief, what is discussed in this paper comprises (1) art in Indonesia in the context of the archipelago culture; (2) socio-cultural changes and their implications in the development of art in Indonesia; and (3) inheritance efforts as an educational process which needs to be done. The problem is thoroughly tried to be discussed through an eco-cultural perspective, namely by putting the parts of the problem as a whole system which is interconnected among humans, values, and their environment in the micro and macro environment.

Family Activities in Families Including a Young Child with a Significant Cognitive and Motor Developmental Delay: an Ecocultural Perspective

Families including a young child with a significant cognitive and motor developmental delay need to adapt their routines to the child’s needs, while balancing the resources, needs and values of the whole family system. We aim to characterize if and how their routines are sustainable in terms of ecological fit, congruence and meaningfulness, in comparison with families including a typically developing child. Based on an adapted version of the Ecocultural Family Interview, conducted with one or both parent(s), the routines of 6 families within the study group and 5 families within the control group were analysed by combining directed content analysis with quantitative ratings. A myriad of common as well as group-specific indicators of ecological fit, strategies for reaching congruence as well as reported family values were identified. Parents actively influence family life sustainability. However, families including a child with complex needs are more dependent on others and could benefit greatly from improving the organization of formal support.

Экокультурная психология

This paper reviews the early and recent theoretical and empirical work in ecocultural psychology. It addresses the question of the origins of similarities and differences in human behavior across cultures and of the relationships between culture and behavior, using the ecocultural framework as a guide. I argue that we are able to provide an interpretation of these relationships if we adopt an ecocultural perspective, in which we assume that basic psychological processes are “universal” in the human species, and that behaviors are “adaptive” to contexts, both ecological and sociopolitical. Within such a framework, we conceptualize cultural and individual behavior as separate phenomena: culture exists apart from particular individuals, but becomes incorporated into all individuals through two main transmission processes (enculturation and acculturation). Hence culture is both an independent and an organismic variable in such a framework. Given this conception, it is possible to carry out empirical work at the two levels. Analyses can then be conducted within levels (the classical ethnographic and individual difference studies) and comparisons be made between levels. The major advantage exists when cultural-level data are used to predict individual and group similarities and differences in behavior. No longer do we need to rely on post hoc interpretations of behavioral similarities and differences across cultures. The ecocultural strategy is both “cultural” and “comparative,” allowing for the “cross-cultural” understanding of human diversity.

An Ecocultural Perspective on Eating-Related Routines Among Low-Income Families With Preschool-Aged Children.

Eating-related routines, such as regular mealtimes, can protect against obesity. Little is known about eating-related routines among preschoolers or the factors that shape those routines. Ecocultural Theory and qualitative interviews with 30 caregivers of preschoolers in Colorado were used to describe eating-related routines at home and parents' perspectives on the factors that shape routines. Qualitative content analysis was used to analyze and interpret data. Consistent with clinical recommendations, parents' goals included dinner meals where adults and preschoolers eat the same food, in the same place, at the same time. However, parents' employment schedules and challenges in managing preschoolers' behavior prevented parents from consistently enacting recommended routines. Educating parents alone may not be sufficient to ensure optimal eating-related routines among preschoolers, and the household context needs to be considered. Families organized routines according to cultural values and available resources.

Strategies Used by Parents to Support Outdoor Play for Children With Disabilities: An Ecocultural Perspective

Abstract Date Presented 4/20/2018 The ecocultural model was used to understand outdoor play strategies of five parents of children with disabilities from disadvantaged backgrounds. To increase play possibilities, families acted on their values about play to modify environments and used flexibility in selecting times and locations. Primary Author and Speaker: Julia Sterman Contributing Authors: Geraldine Naughton, Michelle Villeneuve, Elspeth Froude, Anita Bundy

Opportunities to Practice What is Locally Valued: An Ecocultural Perspective on Quality in Family Child Care Homes

ABSTRACTResearch Findings: Drawing from cultural approaches to human development (Rogoff, 2003; Weisner, 2002, 2005) and cognition (Quinn & Holland, 1987), this article presents a working model and theory of change for quality in family child care by defining quality as the alignment of children’s opportunities for learning and development with locally relevant ideals or cultural models. Providers—as the people responsible for organizing children’s day-to-day activity—are conceptualized as the agents of change, and daily routine activities are the primary targets for quality improvement efforts. Sustainability, or how much daily routines fit with the conditions and meaning for participants in a setting, is hypothesized to moderate the impact of experiences in family child care on children’s long-term development. Each component of the model is presented with supporting evidence from published and pilot research. Practice or Policy: Quality ratings capturing alignment between what is valued and done can better incorporate diversity in stakeholders’ ideas about what matters for children and can offer parents and providers more descriptive information about quality and how to maintain or improve it.

Ecocultural Perspective in Learning Disability: Family Support Resources, Values, Child Problem Behaviors

The present study aimed to assess the interaction between familial and cultural factors on child problem behaviors of learning disabled children aged between 7 and 14 within the perspective of ecocultural theory ( N = 90). Mothers completed the Family Support Scale, Portrait Values Questionnaire, and Social-Demographical Form, and teachers completed Specific Learning Disability Symptom Checklist and Child Behavior Problem Scale. Pearson correlation, regression analysis, and Hayes’ moderation analysis were conducted. After testing the relationship between support resources and problem behaviors, support analyses were repeated after including learning disability (LD) level. Finally, the effect of cultural values on perceived support resources and child problem behaviors after controlling child LD level was investigated. The findings of this study revealed that ideas about child development depend on cultural and individual factors, and a culturally sensitive understanding of child behaviors can guide researchers in developing more effective intervention programs, particularly for children with LD.

Dasen P and Mishra R Development of geocentric spatial language and cognition: An eco-cultural perspective

Dasen P and Mishra R <i>Development of geocentric spatial language and cognition: An eco-cultural perspective</i>

Mapping world cultures: Cluster formation, sources and implications

This paper extends and builds on Ronen and Shenkar’s synthesized cultural clustering of countries based on similarity and dissimilarity in work-related attitudes. The new map uses an updated dataset, and expands coverage to world areas that were non-accessible at the time. Cluster boundaries are drawn empirically rather than intuitively, and the plot obtained is triple nested, indicating three levels of similarity across given country pairs. Also delineated are cluster adjacency and cluster cohesiveness, which vary from the highly cohesive Arab and Anglo clusters to the least cohesive Confucian and Far Eastern clusters. Exploring predictors of cluster formation, we draw on the ecocultural perspective and other inputs, and examine the combined role of language, religion, and geography in generating cluster formation. We find that these forces play a prominent yet complex role: for instance, the religion and language brought by the Spanish fail to create a singular, cohesive Latin American cluster akin to the Anglo cluster. The role of economic variables is similarly considered. Finally, comparing the current map with that of 1985, we find strong support for the divergence (vs convergence) argument. Implications for international business are delineated.

Cultural horizons for mathematics

As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.

Development of Geocentric Spatial Language and Cognition: An Eco-cultural Perspective. Pierre R. Dasen and Ramesh C. Mishra

Development of Geocentric Spatial Language and Cognition: An Eco-cultural Perspective. Pierre R. Dasen and Ramesh C. Mishra

An Ecocultural Perspective on Family Support in Rural Special Education

The historical shift in focus in special education from individual treatment to family support has led to the need for an ecocultural perspective in the delivery of services to families living in rural communities. This need is met by understanding the developmental niche of such families and by distinguishing the particular characteristics of rural communities from urban societies. Characteristics addressed here include the role of the individual and the community in supporting development and responding to the phenomenon of disability; the social and economic circumstances present in rural communities; and the rural constructions of gender, work, and schooling. Using examples drawn from farm families, structural and economic factors are explored to better understand how to support rural families with a disabled child. Implications for rural special education policy and practice are suggested including the need to understand the diversity of rural communities, the importance of relationship-based services, and the value of an ecocultural perspective in the conceptualization of support services.

Parents' Goals and Values for Children

Parents' long-term goals and values for their children vary across U.S. ethnic groups. Researchers have found that ethnic minority groups tend to promote interdependence, and European Americans tend to promote independence, yet evidence of both orientations has also been found within each ethnic group. To compare both the similarities and variations between ethnic groups, this study used a multiethnic questionnaire measuring multiple dimensions of each orientation. A sample of 343 parents from four ethnic groups completed a parental goals questionnaire, and exploratory factor analysis suggested five scales: tradition and conformity, relatedness, benevolence and prosocial, agency and self-direction, and power and achievement. All groups highly valued dimensions of both independence and interdependence, and ethnicity explained differences in all five scales, controlling for parental education level. Using an ecocultural perspective that views parent—child relationships within multiple intersecting ecologies, this study provides evidence for the coexistence of dimensions of independence and interdependence in parents' cultural models in the United States.