Hazardous intersections
Crossing disciplinary lines in developmental psychology
Datos Bibliográficos
| ID | 2398232 |
|---|---|
| Autores | Douglas E Sperry (0000-0002-2607-5356, Saint Mary-of-the-Woods College, Saint Mary of the Woods, IN, USA, autor de correspondencia), Peggy J Miller (0009-0001-2353-9848, University of Illinois, Urbana-Champaign, Champaign, IL, USA), Linda L Sperry (Indiana State University, Terre Haute, IN, USA) |
| Año | 2020 |
| Volumen | 23 |
| Número | 1 |
| Páginas | 93-112 |
| Fecha de publicación | 2020-02-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Social Theory (JOURNAL) |
| Identificadores de la revista | ISSN: 1368-4310 • E-ISSN: 1461-7137 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1368431018812465 |
| OpenAlex | W2945981171 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 55 |
This article extends Lemieux's concern for the interdisciplinary tension between philosophy and sociology to the intradisciplinary tension within psychology between approaches to the study of children focusing on universal principles and approaches adopting a contextual lens. This tension arises both in how development is defined and in the methods chosen for its study. This tension is exemplified in terms of the recent American preoccupation with the Word Gap (WG), a supposed difference of 30 million words heard by socioeconomically diverse children by the age of 4 that is blamed for educational disparities throughout the school years. The article discusses the political implications of WG discourse as it gives rise to the erasure of language practices of diverse Americans and obscures the role that the educational system plays in fostering a 'one-size-fits-all' instructional model. The article concludes with a discussion of attempts to combat the deficit model that the WG discourse reproduces
Discipline · Epistemology · Political science · Politics · Social science · Sociology · Early Childhood Education and Development · Educational and Psychological Assessments · Law · Reading and Literacy Development
Learning Without Lessons
Addressing language gaps to improve outcomes for students from low-SES backgrounds / Como abordar las brechas lingüísticas para mejorar el rendimiento de los estudiantes de NSE bajo
The Science and Ethics of Intervention Programmes in Family and Child Welfare
The Association Between Socioeconomic Status and Oral Vocabulary in Young Children
Childhood Studies and child psychology
A deficit story in motion
Ethical Blind Spots in Ethnographic and Developmental Approaches to the Language Gap Debate
Poverty and Children's Language in Anthropolitical Perspective
The Origin of Others
Making Social Science Matter
Deconstructing Developmental Psychology
Qualitative research in psychology
The Handbook of Language Socialization
The construction of reality in the child.
Doing Interview-based Qualitative Research
Mother-Child Conversation in Different Social Classes and Communicative Settings
Multiplicity and Contention among Language Ideologies
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Maternal Correlates of Growth in Toddler Vocabulary Production in Low-Income Families
Pathologizing the Language and Culture of Poor Children
Experiments in knowing
Ways with Words
Children of Six Cultures
Working-Class Children’s Experience through the Prism of Personal Storytelling
Twenty Years after “Meaningful Differences,” It's Time to Reframe the “Deficit” Debate about the Importance of Children's Early Language Experience
Zena and Carlotta
Outline of a Theory of Practice
Langage et pouvoir symbolique
Debunking the “language gap”
Reproduction in Education, Society and Culture
I Helped My Mom,” and It Helped Me
Interpreting the early language trajectories of children from low-SES and language minority homes
Mixing qualitative and quantitative research in developmental science
Early vocabulary growth
American parenting of language-learning children
Cultural Ways of Learning
Explorations in ecological psychology
Toward a critical social history of developmental psychology
Discovering Successful Pathways in Children's Development
Reexamining the Verbal Environments of Children From Different Socioeconomic Backgrounds
Mixed Methods Research
I. Introduction
Cultural practices
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Cultural Psychology
Investing in children's future
Invited Forum
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1,14 |
| Intervalo de citas | 2019 - 2026 (8) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |