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To explore differences in concepts about development, mothers in two cultural groups were interviewed to determine: (a) their developmental timetables (the ages at which they expected various skills to appear); (b) the extent to which they taught various skills before school; and (c) the extent to which they perceived several qualities, once established, as stable over time. Variables were the child's gender, the child's birth order (first or not first to begin school), and the mother's ethnic background (Australian‐born or Lebanese‐born). Gender and birth order showed minimal effects; ethnicity had a strong effect in areas (a) and (b) but not (c). The results bring out the content of mothers' ideas, raise questions about factors affecting this content, and point to some aspects of mothers' ideas as inter‐related.
Goodnow et al. (Sun,) studied this question.