Includes bibliographical references (pages 283-302) and index.

1. Introduction and stage setting. Background ; Studies in the developmental psychology mode ; Studies in the sociological mode ; Studies in the anthropological mode ; Disciplines and paradigms ; Overview of the book -- 2. The daily lives of toddlers. Young children's experiences in the industrialized world : examples from the United States and England ; Time-use studies ; Observations and interviews ; Variations by setting, race, and social class ; Children's experiences in the majority world : examples from Kenya ; Engaging in work ; Play, often while working ; Sibling care and interaction ; Heterogeneity, by space and time ; The role of fathers ; Conclusion -- 3. Cultural-ecological theory and its implications for research. Paradigms in the study of human development ; Contextualist theories ; Vygotsky's theory ; Bronfenbrenner's theory ; Cultural-ecological theory ; Implications of cultural-ecological theory for the study of cultural groups ; Cross-cultural psychology versus cultural psychology ; The study of race/ethnicity and social class ; Conclusion -- 4. Methods. A focus on typical everyday activities ; Activities of interest ; Lessons ; Work ; Play ; Conversation ; Settings ; Partners and roles ; The child as active agent ; Culture and historical time ; Methodological challenges.

5. Life in the cities. Greensboro, North Carolina, United States ; Cities in the Northeast of Europe ; Obninsk, Russia ; Tartu, Estonia ; Oulu, Finland ; The "diversity" societies ; Suwon, South Korea ; Kisumu, Kenya ; Porto Alegre, Brazil ; Conclusion -- 6. Everyday activities. Focal and nonfocal activities ; Availability of and participation in activities ; Play ; Lessons ; Conversation ; Work ; Summary ; Engagement in play (including exploration and entertainment) ; Greensboro -- Northeastern European cities ; Cities for diversity ; Summary ; Engagement in lessons ; Greensboro ; Northeastern European cities ; Cities for diversity ; Summary ; Engagement in conversation ; Greensboro ; Northeastern European cities ; Cities for diversity ; Summary ; Engagement in work ; Summary ; Some remaining questions ; Analyzing the data ; Reasons for individual variation ; Impact of individual variation ; Comparisons with the time-use studies ; Conclusion -- 7. Settings and partners. The settings ; Activities within formal child-care settings ; Comparing children's experiences, within and outside of child care ; Comparing children attending child care with those not attending ; Summary ; The partners in activities ; Partners in play ; Partners in work ; Partners in lessons ; Partners in conversation ; Summary ; The availability of partners ; Conclusion.

8. Everyday lives. Morning ; Andy, in Greensboro ; Naomi, in Greensboro ; Boris, in Obninsk ; Peeter, in Tartu ; Jukka, in Oulu ; Jonghee, in Suwon ; Fredah, in Kisumu ; Gabriela, in Porto Alegre ; Summary ; Afternoon ; Mike, in Greensboro ; Sandra, in Greensboro ; Kolya, in Obninsk ; Heino, in Tartu ; Jonas, in Oulu ; Mikyung, in Suwon ; Brendah, in Kisumu ; Mariana, in Porto Alegre ; Summary ; Early evening ; Cassandra, in Greensboro ; Kevin, in Greensboro ; Liuba, in Obninsk ; Epp, in Tartu ; Teija, in Oulu ; Juwon, in Suwon ; Brandon, in Kisumu ; Francisco, in Porto Alegre ; Summary ; Preparing for sleep ; Patty, in Greensboro ; Noel, in Greensboro ; Volodya, in Obninsk ; Eva, in Tartu ; Piia, in Oulu ; Dongki, in Suwon ; Derrick, in Kisumu ; Daniel, in Porto Alegre ; Summary ; Conclusion -- 9. The cultural ecology of young children. Culture and human development ; Illustrating a dialectical approach to culture and human development ; Cultural and social-class influences on development ; Individual influences on development ; The influence of time on and in development ; Conclusion.

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"This book is based on lengthy observations of three-year-olds in the United States, Russia, Estonia, Finland, Korea, Kenya, and Brazil. The focus is on how and where children spend their time, and who they are with, at an age when they are learning what it means to be a part of their culture. The book provides unique insight into variations in young children's lives in different societies and from different social-class groups. This book also has a clear theoretical rationale and illustrates how the observational methods were based on the theory."--Jacket.