ANTH 333, Section 01, Schedule #17286
Anthropology of Childhood
California State University, Fullerton
Class Meetings: Tuesday and Thursday 10-11:15 AM, McCarthy Hall 428
Instructor: John Bock, Ph.D.
Office: McCarthy Hall 426 J
Email: jbock@fullerton.edu
Phone: (714)278-5574
Fax: (714)278-5001
Office Hours: 11:20 AM-12:50 PM Tuesday and Thursday or by appointment.
Required Texts:
- Bock, J. (ed.). 2005. Course Readings Packet. (B) (available on the course Blackboard website)
- Lancy, David F. 1996. Playing on the Mother-Ground: Cultural Routines for Children’s Development. New York: Guilford. (L) (available at the Titan Bookstore)
- Panter-Brick, C. (ed.). 1998. Biosocial Perspectives on Children. New York: Cambridge. (P-B) (available at the Titan Bookstore)
Additional readings are available online as indicated in the syllabus.
Course Description:
The form, function, construction, and experiences of childhood vary widely across time and place. In this course we will use evolutionary theory and biocultural anthropology to develop an integrative framework in which to understand this variation. We will examine how physiological, psychological, sociocultural, and ecological processes all come into play in creating the diverse cross-cultural patterns of childhood and how our evolutionary history and cross-cultural diversity affect children’s developmental trajectories. The juvenile period in humans is the product of an evolutionary history unique to the hominid line. Human children are born relatively undeveloped, remain dependent on their parents for a long period of time, and spend a great deal of time learning before they become productive. Yet, within that biological framework there is a widespread cross-cultural variation. In this course we will use socioecological analysis emphasizing cross-cultural comparison of traditional and small-scale societies and the principles of human evolutionary ecology to understand that variation. Students who satisfactorally complete the course requirements will emerge with a deep understanding of the ways in which childhood is constructed differently in different times, places, and societies, as well as a comprehension of how human evolutionary history has produced that variation.
Course Prerequisites:
- Successful completion of GE category III.A.2 or III.C.1.
Anth. 333 fulfills General Education categories IV (Life Long Learning) and V (Cultural Diversity).
Objectives:
Our objectives are to:
- Develop a deeper understanding of the ways in which human evolution has acted to produce the human being as an integrated physiological, cultural, and psychological organism (GE Category IVA.1).
- Investigate the form and function of childhood in different societies, with an emphasis on traditional, small-scale societies, using an integrated biosocial perspective that examines the interaction and joint influence of biology and culture (GE Category IV.A.2).
- Examine evolutionary and cultural influences on children’s developmental trajectories in order to: understand the process of growing and adolescence from different cultural perspectives; understand the social construction of culture; the complex relationships that gender, ethnicity, and class bring to a discussion of culture; understand diversity and relationships within and among cultures; and recognize how one’s cultural history affects one’s sense of self and relationship to others (GE Categories IV.A.3 and V).
- Understand different patterns and conceptions of childhood in different cultures. We will analyze cross-cultural patterns of children’s activities, such as work and play, in a number of traditional, small-scale societies and examine how this variation is patterned in terms of gender relations and socioeconomic status (GE Category IV.A.4).
- Analyze the ways in which multiple individuals cooperate in complex societal decisions such as child rearing, how the unique human pattern of an extended juvenile period and cooperative child rearing affects the developmental trajectories of children in different times and places, and the implications of that pattern for the future (GE Category IV.A.5).
- To use writing assignments to organize and express complex data and ideas regarding human evolution (GE Core Competency in Writing).
Grading Procedures:
- There will be two examinations during the course of the semester, each worth a maximum of 50 points. The exams each cover half of the readings, computer exercises, and lectures. They are not cumulative, but there will be review material from the first half of the course on the final. Your understanding of the material should grow with each exam.
- Exams will consist of multiple choice questions, identification, definition, matching, and short answers. Short answer questions will ask you to define and give the significance of a concept important in this class.
- On exam days you will need to bring two #2 lead pencils with you as well as a mini-essay book (886E) scantron. No notes or books related to this class are permitted during exams.
- Your exams will usually be returned within 2 weeks. You must pick up your answer sheets from me. It is against university policy to provide you with grades over the phone, via email, or by posting the grades. Therefore, please do not call or email me for your scores. However, if you wish, you may leave me a self-addressed stamped envelope and I will be happy to mail you your grade.
- Exams must be taken at the scheduled time. If you miss a scheduled exam you must present me with documentation regarding your absence in order to be eligible for a make-up exam. The format and times of make-up exams are solely at my discretion.
- During the semester, there will be three computer labs (using the electronic Human Relations Area Files (eHRAF) in the Center for Ethnographic Research) and two videos for which you will submit worksheets. The computer labs will allow us to apply the principles learned in class to examining cross-cultural patterns of children’s activities such as work and play as well as cultural constructions of childhood and developmental trajectories. Lab and video worksheets will consist of two to three one page writing assignments. The worksheet instructions will be distributed to the class prior to each lab. These assignments will allow us to actively integrate and apply our knowledge of evolutionary history anthropology to understanding the pattern and process of childhood across times and societies. The worksheets will be due the class following completion of the lab. The worksheets are worth 20 points each (100 points total). One point will be deducted each day a worksheet is late.
- Writing assignments will be evaluated based on students’ ability to organize and express complex data and ideas. Timely evaluations of writing will be conducted by the instructor so that I may provide you with suggestions for improvement and/or remediation as necessary. This means that over the course of the semester everyone will have the opportunity to improve your writing ability with my assistance.
- There are 200 points possible for this course. Your final grade will consist of two exam scores (100 possible points) and your worksheet points (100 possible points.
- Final grades will be assigned as follows: A (90-100%) 180-200 points, B (80-89%) 160-179 points, C (60-79%) 120-159 points, D (50-59%) 100-119 points, and F(<50%) <100 points. This course does not use +/- grading.
Academic Integrity:
Please consult the Student Handbook for information on the University’s academic integrity policies. Violations will not be tolerated and will be referred to the Dean of Students office, Judicial Affairs for further action.
Attendance:
- The readings and lectures complement one another, but do not duplicate each other. You must attend the lectures to do well in the class.
- Attendance is essential to gain a full understanding of the course content and to do well fulfilling the above course requirements. Your education is your responsibility. In order to get the most out of this class: attend lectures, do the reading, and thoughtfully complete the exams and exercises. If you have questions email me or see me during office hours.
- Lab sessions cannot be made up.
- Video and lab worksheets will be covered on the exams.
- Class notes are available on the class Blackboard website. Using this web-based tool will help you on the tests as well as in class, but it is NOT a substitute for class attendance.
- Courteous and respectful conduct will be expected at all times. Behavior which persistently or grossly interferes with classroom activities such as excessive talking, listening to music, the use of cell phones or pagers, or any disrespectful behavior is considered disruptive behavior and may result in disciplinary action. Such behavior inhibits other students’ ability to learn and the instructor’s ability to teach. A student engaging in disruptive behavior may be asked to leave the class pending discussion and resolution of the problem, and may be referred to the Dean of Students office, Judicial Affairs for further action.
- The use of cell phones, pagers, or any similar electronic device is not acceptable. These devices must be turned off while you are in the classroom.
- I welcome and encourage discussion, questions, and participation. We will all work to make the classroom environment supportive of comments, questions, and discussion.
Exam Schedule:
Exam |
Date and Time |
Lectures |
Readings |
Midterm |
10/13 10:00 AM |
08/23-10/06 |
P-B 1-2, L 1-7, B 1,6 |
Final |
Tuesday 12/13 9:30 AM |
10/18-12/08 |
P-B 3-6, L 8-9, B 2-5 |
Worksheet Schedule:
Worksheet |
Worksheet Date |
Worksheet Due Date |
Lab 1 |
09/08 |
09/15 |
Lab 2 |
10/06 |
10/13 |
Lab 3 |
11/03 |
11/10 |
Video 1 |
09/29 |
09/29 |
Video 2 |
10/27 |
10/27 |
Class Schedule:
08/23-08/25:
Introduction and Overview: A biocultural perspective on childhood
Readings:
P-B, Chapter 1: Panter-Brick, C., Biosocial Research on Children
08/30-09/01:
What is childhood all about?: The evolution of the human life history
Readings:
P-B, Chapter 2: Bogin, B., Evolutionary and Biological Aspects of Childhood
Bock, J. What makes a competent adult forager? (B)
Bliege Bird, R. and D. Bird. 2002. Constraints of Knowing or Constraints of Growing (B)
09/06-09/08:
Understanding cross-cultural child development, Part 1
Computer Lab 1: Introduction to the electronic Human Relations Area Files (eHRAF)
Readings:
L, Chapter 1: Studying Child Development in Kpelle Society
09/13-09/15
Understanding cross-cultural child development, Part 2
Readings:
L, Chapter 2: Cultural Routines for Children’s Development
Weisner, T.S. 1997. The Ecocultural Project of Human Development (B)
09/20-09/22
What do children do with their time? Play (Part 1)
Readings:
L, Chapter 3: The Research Setting
L, Chapter 5: Parents, Children, and Make-Believe
09/27-09/29
What do children do with their time? Play (Part 2)
Video 1: “Promise of Play: Mother of Invention” (60 minutes) with discussion
Readings:
L, Chapter 6: Games and Models
L, Chapter 7: Dances, Songs, Stories, Proverbs, and the Acqusition of Values
10/04-10/06
What do children do with their time? Work (Part 1)
Computer Lab 2: Cross-cultural patterns of play and work
Readings:
L, Chapter 4: Kpelle Work
10/11-10/13
Review
MIDTERM EXAM
10/18-10/20
What do children do with their time? Work (Part 2)
Readings:
L, Chapter 8: Children’s Work
Munroe, Ruth, Robert Lee Munroe, and H. Shimmin. Children’s Work in Four Cultures: Determinants and consequences (B)
10/25-10/27
What do children do with their time? Work (Part 3)
Video 2: “One Child’s Work” “Remember Me”
Discussion of videos
Readings:
P-B, Chapter 3: James, Allison. From the Child’s Point of View.
11/01-11/03
What do children learn? (Part 1)
Readings:
L, Chapter 9: Apprenticeship and Bush School as Formal Education
Computer Lab 3: Cross-cultural patterns of learning and development
11/08-11/10
What do children learn? (Part 2)
Readings:
Bock, J. 2002. Learning, Life History and Productivity (B)
11/15-11/17
Cross-cultural child development (Part 1)
Readings:
Low, B.S. 1989. Cross-cultural Patterns in the Training of Children. (B)
Scott, W. A., R. Scott, K. Boehnke, S-W. Cheng, K. Leung, and M. Sasaki. Children's personality as a function of family relations within and between cultures.(B)
11/22-11/24
FALL BREAK
11/29-12/01
Cross-cultural child development (Part 2)
Readings:
P-B, Chapter 5: LeVine, R. Child Psychology and Anthropology: An environmental view
P-B, Chapter 6: Richards, M. The Meeting of Nature and Nurture and the Development of Children
12/06-12/08
Children’s health in comparative perspective
Review
Readings:
P-B, Chapter 4: Panter-Brick, C. Biological Anthropology and Child Health.
Tuesday 12/13 9:30 AM
FINAL EXAM
References from Course Readings Packet
Bliege Bird, R. and D. Bird. 2002. Constraints of Knowing or Constraints of Growing. Human Nature 13: 239-267.
Bock, J. 2005. What makes a competent adult forager? In: B. Hewlett and M. Lamb, eds. Hunter-Gatherer Childhoods. Somerset, NJ: Aldine Transaction. Pp. 109-128.
Bock, J. 2002. Learning, Life History, and Productivity: Children’s lives in the Okavango Delta, Botswana. Human Nature 13: 161-198.
Low, B.S. 1989. Cross-cultural Patterns in the Training of Children: An evolutionary perspective. Journal of Comparative Psychology 103: 311-319.
Munroe, R.H., R.L. Munroe, and H.S. Shimmin. 1984 Children’s Work in Four Cultures: Determinants and consequences. American Anthropologist 86:339-379.
Scott, W. A., R. Scott, K. Boehnke, S-W Cheng, K. Leung, and M. Sasaki. 1991. Children's personality as a function of family relations within and between cultures. Journal of Cross-Cultural Psychology 22: 182-208.
Weisner, T.S. 1997. The Ecocultural Project of Human Development: Why Ethnography and Its Findings Matter. Ethos 25: 124-149/