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Peer Groups and Children's Development [Pehme köide]

4.00/5 (1 hinnangut Goodreads-ist)
(University of Cambridge, UK)
  • Formaat: Paperback / softback, 248 pages, kõrgus x laius x paksus: 230x155x16 mm, kaal: 363 g
  • Sari: Understanding Children's Worlds
  • Ilmumisaeg: 22-Jan-2010
  • Kirjastus: Wiley-Blackwell
  • ISBN-10: 1405179449
  • ISBN-13: 9781405179447
Teised raamatud teemal:
Peer Groups and Children's DevelopmentSuurem pilt
  • Formaat: Paperback / softback, 248 pages, kõrgus x laius x paksus: 230x155x16 mm, kaal: 363 g
  • Sari: Understanding Children's Worlds
  • Ilmumisaeg: 22-Jan-2010
  • Kirjastus: Wiley-Blackwell
  • ISBN-10: 1405179449
  • ISBN-13: 9781405179447
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781405179447.html
Märksõnad:
Peer Groups and Children’s Development considers the experiences of school-aged children with their peer groups and its implications for their social, personal and intellectual development
  • Focuses on the peer group experiences of children attending school in Western societies, from five years of age through to adolescence
  • Considers peer groups in classrooms, friendships made within and outside of school, and the groups that children participate in for extra-curricular activities
  • Includes a final summary which brings together the significant implications for theory, policy and practice
  • Unique in that no other volume reviews and integrates literature relating to peer groups in both classroom and out-of-class settings
  • Addresses the research interests of psychologists and educationalists, as well as the practical concerns of teachers, parents, counsellors, and policy makers

Arvustused

"Both undergraduate and graduate students and researchers in education, child psychology, developmental psychology, and social psychology would find the book, or particular chapters, useful as they explore the nature of peer groups in educational settings. Researchers in psychology will become better aware of the many facets of school and classroom life that should be considered when studying children in the classroom context". (PsycCritiques, 8 December 2010)

"The experiences of schoolchildren with their peer groups and the implications for social, personal and intellectual development are considered here, as Howe reviews and integrates literature relating to classroom and out-of-class settings. The text is intended to address psychologists' and educationalists' research concerns, as well as the practical concerns of teachers, parents, counsellors and policymakers." (Times Higher Education, November 2010)

Editor's Preface vii
Acknowledgments ix
Chapter 1 Peer Groups in a Cultural Context 1
Introduction
1
Cultural Dependency
2
Theoretical Framework
6
Peer Groups and Children's Development
13
Chapter 2 Peer Groups and Classroom Structure 19
Introduction
19
The Peer Group Structure of Classes
21
The Structure of Classroom Subgroups
32
Summary and Conclusions
40
Chapter 3 Performance and Cooperation in Classrooms 43
Introduction
43
Whole-Class Interaction and the Performance Mode
44
Subgroup Interaction and the Cooperative Mode
56
Summary and Conclusions
67
Chapter 4 Cooperative Interaction and Curriculum Mastery 70
Introduction
70
Piagetian Perspectives on Cooperative Interaction
72
Assistance and Cooperative Interaction
80
The Social Impact of Classroom Interaction
86
Chapter 5 Friendship, Status, and Centrality 91
Introduction
91
Children's Friendships
93
Peer Status in Formal Groups
101
Status in Friendship Groups
108
Chapter 6 Individual Differences in Informal Experiences 115
Introduction
115
Varying Experiences of Status
117
Friendship and Status Compared
127
Continuity and Change
132
Chapter 7 Social and Personal Adjustment 142
Introduction
142
Peer Groups and Antisocial Behavior
144
Peer Groups and Personal Adjustment
152
Summary and Conclusions
163
Chapter 8 School Performance Revisited 164
Introduction
164
Peer Groups and Educational Failure
166
Diverse Consequences of Friendship
171
Classroom Practice and Developmental Outcomes
180
Chapter 9 Implications for Practice and Future Research 182
Summary and Introduction
182
Remedial Work with Individuals
185
Qualified Endorsement of the Cooperative Approach
189
Future Research and Theoretical Development
196
References 201
Index 227
Christine Howe is Professor of Education at the University of Cambridge, and Fellow of Lucy Cavendish College. Previously she was Professor of Psychology at the University of Strathclyde. Her main research interests are peer interaction and conceptual growth, children's reasoning in mathematics and science, and communication and social relations among children. In addition to publishing seven books and over 100 journal articles, Christine was for many years co-editor of the journal Social Development and has served as Chair of the British Psychological Society's Developmental Section.