A child is brought up in a family environment, the family dwells in the environment of the community and the community grows in the context of broader societal functions. These different systems interact with one another and shape the development of the child. Our life is, therefore, a reflection of how we were nurtured and reared by our parents or guaradians in this socio-cultural ecology.

The book describes an intra and inter- cultural study of the child rearing practices of the Meiteis, the Rongmeis, the Tangkhuls and the Meitei Pangals (Manipuri Muslims) residing as separate homogenous groups in the Manipur valley. The book also provides an in-depth discussion and analysis of the social background and the cultural practices relating to children of the aforesaid four communities. The book may provide a healthy contribution in understanding the needs of the children by the policy makers, planners, social workers and scholars especially those dealing with child welfare.

KOJAM SOBITA DEVI (b. 1973) has taught human development to graduate students for more than a decade. She received her degree of Master of Science in Human Development from Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore; degree of Master of Education from Manipur University, Imphal; degree of Master of Philosophy in Home Science from Vinayaka Missions University, Salem and degree of Doctor of Philosophy in the Faculty of Education from Manipur University, Imphal. She is also teaching psychology to graduate and post graduate students and has guided many students in dissertation works. At present, she is working on a book on child psychology.

She is a life member of the Indian Association for Preschool Education, Coimbatore and Consumers' Club Manipur and a member of the Indian Academy of Social Sciences, Allahabad. She is also an executive member of the Council for Teacher Education, Manipur Centre. She has active interests in traditional garments and is pursuing fabric designing as a hobby.

Children are more than objects for love and affection; they are also a biological and social necessity. The human species perpetuates through children; cultural, religious and national groups transmit their values and traditions through children; families maintain their lineage through children and individuals pass on their genetic and social heritage through children. The ultimate value of children is continuity of humanity' (Arnold et al., 1975:1). 'If children are deprived of their childhood- socially, economically, physically, emotionally and mentally, the nation is deprived of the resource for social progress, peace, order, social stability and good citizenry' (Mishra, 2000:1). All over the world, children are born in thousands every minute. These children undergo environmental experiences, both physical and cultural, which shape their physique and health, their emotional and intellectual growth and simultaneously implant the social values and habits which characterize their behaviours as adults. To bring up a child into a responsible and productive member of the society is an uphill task and demands a good deal of factual knowledge and skill. Child rearing practices, however, are not only a product of factual ideas, but are also embedded in the beliefs and attitudes prevalent in a community on how to bring up a child (Evans & Myers, 1994). A community's cultural heritage provides an ongoing framework in which its members decide what is true, good, healthy, rational and normal. Culture, by and large is the essence of what makes a community meaningful to children' (McDevitt & Ormrod, 2002:541). The earliest philosophy of child rearing was primordial but pragmatic as it was directed towards both self and family survival. The biggest change that has occurred in the past thirty years is that parents now view their children with better perspectives than before. The importance of child rearing practices is being increasingly accepted by behavioural sciences both for a balance of growth and development. Inconsistency in the child rearing patterns however exists among families, places and societies' (Dube, 2002:2).