While there is an expanding literature of qualitative studies with children, there is relatively little in that literature that examines the fieldwork process with them. Author Robyn Holmes looks at fieldwork with children from a number of perspectives and helps to address the needs of researchers working with children. Holmes lays out an overview for the study of children in the early chapters, discussing basic methodology and considering the school as the primary site for studying children. In later chapters she closely examines how a researcher's personal attributes, such as gender and ethnicity can and do effect the fieldwork process with children. Straightforward and clear, Fieldwork with Children is a practical guide and will be an excellent resource for students and scholars involved in the study of children.

Cultural Psychology draws upon major psychological topics, theories, and principles to illustrate the importance of culture in psychological inquiry. Exploring how culture broadly connects to psychological processing across diverse cultural communities and settings, it highlights the applied nature of cultural psychology to everyday life events and situations, presenting culture as a complex layer in which individuals acquire skills, values, and abilities. Two central positions guide this textbook: one, that culture is a mental and physical construct that individuals live, experience, share, perform, and learn; and the second, that culture shapes growth and development. Culture-specific and cross-cultural examples highlight connections between culture and psychological phenomena. The text is multidisciplinary, highlighting different perspectives that also study how culture shapes human phenomena. Topics include an introduction to cultural psychology, the history of cultural psychology, cultural evolution and cultural ecology, methods, language and nonverbal communication, cognition, and perception. Through coverage of social behaviour, the book challenges students to explore the self, identity, and personality; social relationships, social attitudes, and intergroup contact in a global world; and social influence, aggression, violence, and war. Sections addressing growth and development include human development and its processes, transitions, and rituals across the lifespan, and socializing agents, socialization practices, and child activities. Additionally, the book features discussions of emotion and motivation, mental health and psychopathology, and future directions for cultural psychology. Chapters contain teaching and learning tools including case studies, multidisciplinary contributions, thought-provoking questions, class and experiential activities, chapter summaries, and additional print and media resources.

While there is an expanding literature of qualitative studies with children, there is relatively little in that literature that examines the fieldwork process with them. Author Robyn Holmes looks at fieldwork with children from a number of perspectives and helps to address the needs of researchers working with children. Holmes lays out an overview for the study of children in the early chapters, discussing basic methodology and considering the school as the primary site for studying children. In later chapters she closely examines how a researcher's personal attributes, such as gender and ethnicity can and do effect the fieldwork process with children. Straightforward and clear, Fieldwork with Children is a practical guide and will be an excellent resource for students and scholars involved in the study of children.

How Young Children Perceive Race examines children's conceptions of race and ethnicity and explores how these factors influence their social relationships. In contrast to most previous studies of children's beliefs and attitudes (done in experimental, contrived, and/or structured settings), this book studies children in their natural environment: the classroom. The author uses the children's own conceptualizations, relying largely on their words and drawings to elicit beliefs and understandings about race and ethnicity. From these data, Robyn M. Holmes divines how kindergartners and other young children understand group boundaries and how they establish an ethnic component for their senses of self and for their concepts of friendship, romance, and procreation. This exciting study will interest scholars, teachers, and students of race/ethnicity, psychology, early childhood education, child development, family studies, sociology, and education. "Focused on the racial beliefs and attitudes of young children, Robyn M. Holmes's research provides data in several areas: how children categorize people on the basis of race and ethnicity; how children view interracial romantic relationships and why race is an issue in such relationships; why race is not a factor in selecting a same-sex friend; how interracial relationships develop; and how children's notions of race affect their knowledge of procreation. Holmes has surely met the goal of this book, to present children's notions of racial and ethnic matters in their own terms. Recommended for social science collections." --Multicultural Review "Robyn M. Holmes writes clearly and describes her research in a manner accessible to the average undergraduate. . . . A good example of anthropological method." --Choice "This is a wonderful ethnographic study of the race relations attitudes and beliefs of young children. . . . In presenting her findings, Robyn M. Holmes reminds us once again that race is a social construction that is learned during young, tender ages and thus, is not just 'an adult' problem or issue." --from the Foreword by John H. Stanfield II