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E-raamat: Peer Groups and Children's Development

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(University of Cambridge, UK)
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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)

Series Editor's Preface vii
Acknowledgments ix
Peer Groups in a Cultural Context
1(18)
Introduction
1(1)
Cultural Dependency
2(4)
Theoretical Framework
6(7)
Peer Groups and Children's Development
13(6)
Peer Groups and Classroom Structure
19(24)
Introduction
19(2)
The Peer Group Structure of Classes
21(11)
The Structure of Classroom Subgroups
32(8)
Summary and Conclusions
40(3)
Performance and Cooperation in Classrooms
43(27)
Introduction
43(1)
Whole-Class Interaction and the Performance Mode
44(12)
Subgroup Interaction and the Cooperative Mode
56(11)
Summary and Conclusions
67(3)
Cooperative Interaction and Curriculum Mastery
70(21)
Introduction
70(2)
Piagetian Perspectives on Cooperative Interaction
72(8)
Assistance and Cooperative Interaction
80(6)
The Social Impact of Classroom Interaction
86(5)
Friendship, Status, and Centrality
91(24)
Introduction
91(2)
Children's Friendships
93(8)
Peer Status in Formal Groups
101(7)
Status in Friendship Groups
108(7)
Individual Differences in Informal Experiences
115(27)
Introduction
115(2)
Varying Experiences of Status
117(10)
Friendship and Status Compared
127(5)
Continuity and Change
132(10)
Social and Personal Adjustment
142(22)
Introduction
142(2)
Peer Groups and Antisocial Behavior
144(8)
Peer Groups and Personal Adjustment
152(11)
Summary and Conclusions
163(1)
School Performance Revisited
164(18)
Introduction
164(2)
Peer Groups and Educational Failure
166(5)
Diverse Consequences of Friendship
171(9)
Classroom Practice and Developmental Outcomes
180(2)
Implications for Practice and Future Research
182(19)
Summary and Introduction
182(3)
Remedial Work with Individuals
185(4)
Qualified Endorsement of the Cooperative Approach
189(7)
Future Research and Theoretical Development
196(5)
References 201(26)
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.
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