Peer Groups and Children's Development / Edition 1

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Overview

Evidence presented throughout reveals how formal and informal aspects of peer groups interrelate to a great extent in determining patterns of development. This has significant implications for research and theory, as well as for the practical concerns of parents, teachers, counselors, school psychologists, and policy maker. Informed by the latest research and scholarship, Peer Groups and Children's Development offers revelatory insights into the effects of peer relationships on a child's intellectual, personal and social development.

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Editorial Reviews

From the Publisher
"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)

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Product Details

  • ISBN-13: 9781405179454
  • Publisher: Wiley
  • Publication date: 2/15/2010
  • Series: Understanding Children's Worlds Series , #13
  • Edition number: 1
  • Pages: 248
  • Product dimensions: 6.10 (w) x 9.10 (h) x 0.80 (d)

Meet the Author

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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Table of Contents

Ch. 1 Peer Groups in a Cultural Context 1

Introduction 1

Cultural Dependency 2

Theoretical Framework 6

Peer Groups and Children's Development 13

Ch. 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

Ch. 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

Ch. 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

Ch. 5 Friendship, Status, and Centrality 91

Introduction 91

Children 's Friendships 93

Peer Status in Formal Groups 101

Status in Friendship Groups 108

Ch. 6 Individual Differences in Informal Experiences 115

Introduction 115

Varying Experiences of Status 117

Friendship and Status Compared 127

Continuity and Change 132

Ch. 7 Social and Personal Adjustment 142

Introduction 142

Peer Groups and Antisocial Behavior 144

Peer Groups and Personal Adjustment 152

Summary and Conclusions 163

Ch. 8 School Performance Revisited 164

Introduction 164

Peer Groups and Educational Failure 166

Diverse Consequences of Friendship 171

Classroom Practice and Developmental Outcomes 180

Ch. 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 Development196

References 201

Index 227

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