Model of processes transforming occupations: Exploring societal and social influences

Journal of Occupational Science

Volumn 12, Issue 1, 2005, Pages 36-44

  Humphry, Ruth ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

Children; Developmental theory; Peer play; Social interactions

Indexed keywords

EID: 19644383174     PISSN: 14427591     EISSN: 21581576     Source Type: Journal    
DOI: 10.1080/14427591.2005.9686546     Document Type: Article

References (48)

1. Bergman, L. R., Cairns, R. B., Nilsson, L., & Nystedt, L. (Eds.). (2000). Developmental science and the holistic approach. Mahwah, NJ: Lawrence Erlbaum.
2. Bonder, B. R., Martin, L., & Miracle, A. (2004). Culture emergent in occupation. American Journal of Occupational Therapy, 58, 159-169.
3. Budwig, N. (2003). Context and the dynamic construal of meaning in early childhood. In C. Raeff, & J. B. Benson (Eds.), Social and cognitive development in the context of individual, social, and cultural processes (pp. 103-130). New York: Routledge.
4. th ed., pp. 1-101). St Louis, MO: Elsevier Mosby.
5. Cole, M. (1995). The supra-individual envelope of development: Activity and practice, situation and context. In J. J. Goodnow, P. J. Miller, & F. Kessel (Eds.), Cultural practices as contexts for development (pp. 105-118). San Francisco, CA: Jossey Bass.
6. Davis, J. A., Polatajko, H. J., & Ruud, C. A. (2002). Children’s occupations in context: The influence of history. Journal of Occupational Science, 9, 54-64.
7. Dickie, V. (2003). The role of learning in quilt making. Journal of Occupational Science, 10, 120-129.
8. Engestrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory (pp. 1938). New York: Cambridge University Press.
9. Engestrom, Y., Miettinen, R., & Punamaki, R. L. (Eds.). (1999). Perspectives on activity theory. New York: Cambridge University Press.
10. Gallimore, R., & Lopez, E. M. (2002). Everyday routines, human agency, and ecocultural context: Construction and maintenance of individual habits. Occupational Therapy Journal ofResearch, 22, Supplement, 70S-77S.
11. Goodnow, J. J., & Miller, P. J. (Eds.). (1995). Cultural practices as context for development: New directions for child development, # 67. San Francisco, CA: Jossey-Bass.
12. Granott, N., & Parziale, J. (2002). Microdevelopment: A process-oriented perspective for studying development and learning. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning. New York: Cambridge University Press.
13. Gray, J. M., Kennedy, B. L., & Zemke, R. (1997). Application of dynamic systems theory to occupation. In R. Zemke & F Clark (Eds.), Occupational science: The evolving discipline (pp. 309-324). Philadelphia: F.A. Davis.
14. Hasselkus, B. R. (2002). The meaning of everyday occupation. Thorofare, NJ: SLACK.
15. nd ed., pp. 3-8). Philadelphia: Lippincott Williams & Wilkins.
16. Howard, L. (2002). A survey of paediatric occupational therapists in the United Kingdom. Occupational Therapy International, 9, 324-343.
17. Horowitz, F. D. (2000). Child development and the PITS: Simple questions, complex answers and developmental theory. Child Development, 71, 1-10.
18. Humphry, R. (2002). Young children’s occupational behaviors: Explicating developmental processes. American Journal of Occupational Therapy, 56, 171-179.
19. Humphry, R., & Wakeford, L. (n.d.) An occupation-centered discussion of development and implications for practice. Unpublished manuscript.
20. rd ed.). Baltimore, MD: Lippincott Williams & Wilkins.
21. Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The person-environment-occupation model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9-23.
22. Law, M., Haight, M., Milroy, B., Willms, D., Stewart, D., & Rosenbaum, P. (1999). Environmental factors affecting the occupations of children with physical disabilities. Journal of Occupational Science, 6, 102-110.
23. Lawlor, M. (2003). The significance of being occupied: The social construction of childhood occupations. American Journal of Occupational Therapy, 57, 424-434.
24. LeVine, R. A., Dixon, S., LeVine, S., Richman, A., Leiderman, P H., Keefer, C. H., et al. (1994) Child care and culture: Lessonsfrom Africa. New York: Cambridge University Press.
25. Llewellyn, G., & McConnell, D. (2004). Mothering capacity and social milieu. In S. A. Esdaile & J. A. Olson (Eds.), Mothering occupations: Challenges, agency, and participation (pp. 174-182). Philadelphia: F.A. Davis.
26. Manuel, P. M. (2003). Occupied with ponds: Exploring the meaning, bewaring the loss for kids and communities of nature’s small spaces. Journal of Occupational Science, 10, 31-39.
27. Miller, P. J., & Goodnow, J. J. (1995). Cultural practices: Toward an integration of culture and development. In J. J. Goodnow & P J. Miller (Eds.), Cultural practices as contextfor development: New directions for child development: # 67, San Francisco, CA: Jossey-Bass.
28. Morelli, G A., Rogoff, B., & Angelillo, C. (2003). Cultural variations in young children’s access to work or involvement in specialized child-focused activities. International Journal ofBehavioralDevelopment, 27, 264-274.
29. Morton, H. (1996). Becoming Tongan: An ethnography of childhood. Honolulu: University of Hawaii Press.
30. Nunes, T. (1995). Cultural practices and the conception of individual differences: Theoretical and empirical considerations. In J. J. Goodnow, P. J. Miller & F. Kessel (Eds.), Cultural practices as contextsfor development (pp. 91-103). San Francisco, CA: Jossey Bass.
31. Persson, D., Erlandsson, L., Eklund, M., & Iwarsson, S. (2001). Value dimensions, meaning, and complexity in human occupation-A tentative structure for analysis. Scandinavian Journal of Occupational Therapy, 8, 7-18.
32. Pierce, D., & Marshall, A. (2004). Maternal management of home space and time to facilitate infant/toddler play and development. In S. A. Esdaile & J. A. Olson (Eds.), Mothering occupations: Challenges, agency, and participation (pp. 7394). Philadelphia: F.A. Davis.
33. Prout, A., & James, A. (1997). A new paradigm for the sociology of childhood? Provenance, promise and problems. In A. James & A. Prout (Eds.), Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (pp. 7-33). Washington, DC: Falmer Press.
34. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
35. Swartz, D. L. (2002). The sociology of habit: The perspective of Pierre Bourdieu. Occupational Therapy Journal ofResearch, 22(Supplement), 61S-70S.
36. Super, C. J., & Harkness, S. (2003). The metaphors of development.Human Development, 46, 3-23.
37. Swart, S. K, Kanny, E. M., Massaglie, T. L., & Engel, J. E. (1997). Therapists’ perceptions of pediatric occupational therapy interventions in self-care. American Journal of Occupational Therapy, 51, 289-296.
38. Tattersall, I. (2000). Once we were not alone. Scientific American, 282(1), 56-62.
39. Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495-511.
40. Tolman, C. W. (1999). Society versus context in individual development: Does theory make a difference? In Y. Engestrom, R. Miettinen & R. L. Punamaki (Eds.), Perspectives on activity theory (pp. 70-86). New York: Cambridge University Press.
41. nd ed.). New York: John Wiley & Son.
42. van der Veer, R. (2001). The idea of unit of analysis: Vygotsky’s contributions. In S. Chariklin (Ed.), The theory and practice of cultural-historical psychology (pp. 93-106). Aarhus, DK: Aarhus University Press.
43. Wertsch, J. V. (1999). The zone of proximal development: Some conceptual issues. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical assessments Vol. III (pp. 67-78). London: Routledge.
44. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
45. Wilcock, A. A. (1998). An occupational perspective of health. Thorofare, NJ: SLACK.
46. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
47. Zemke, R., & Clark, F. (1997), Co-occupations of mothers and children. In R. Zemke & F. Clark (Eds.), Occupational science: The evolving discipline (pp.213-216). Philadelphia: F.A. Davis
48. Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71, 26-35.