Child-context relationships and developmental outcomes: some perspectives on poverty and culture

Abstract

The paper points out that programs must be sensitive to the several contexts that simultaneously influence the child's development - the ecology that surrounds the child, the developmental period he or she is in, and the developmental domain (social, emotional, cognitive, physical). It also seeks to provide a more thorough discussion of some of the complexities of child-context interactions in poverty contexts. Cultural practices form a central component of the child's context. The second half of the paper explores the ways in which cultures structure the experience of childhood.