{"product_id":"peer-groups-and-childrens-development-isbn-9781405179454","title":"Peer Groups and Children's Development","description":"\u003cp\u003e\u003ci\u003ePeer Groups and Children's Development\u003c\/i\u003e considers the experiences of school-aged children with their peer groups and its implications for their social, personal and intellectual development\u003c\/p\u003e \u003cul\u003e \u003cli\u003eFocuses on the peer group experiences of children attending school in Western societies, from five years of age through to adolescence\u003c\/li\u003e \u003cli\u003eConsiders peer groups in classrooms, friendships made within and outside of school, and the groups that children participate in for extra-curricular activities\u003c\/li\u003e \u003cli\u003eIncludes a final summary which brings together the significant implications for theory, policy and practice\u003c\/li\u003e \u003cli\u003eUnique in that no other volume reviews and integrates literature relating to peer groups in both classroom and out-of-class settings\u003c\/li\u003e \u003cli\u003eAddresses the research interests of psychologists and educationalists, as well as the practical concerns of teachers, parents, counsellors, and policy makers\u003c\/li\u003e \u003c\/ul\u003e  Series Editor’s Preface.  \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Peer Groups in a Cultural Context.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eCultural Dependency.\u003c\/p\u003e \u003cp\u003eTheoretical Framework.\u003c\/p\u003e \u003cp\u003ePeer Groups and Children’s Development.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Peer Groups and Classroom Structure.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eThe Peer Group Structure of Classes.\u003c\/p\u003e \u003cp\u003eThe Structure of Classroom Subgroups.\u003c\/p\u003e \u003cp\u003eSummary and Conclusions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Performance and Cooperation in Classrooms.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eWhole-Class Interaction and the Performance Mode.\u003c\/p\u003e \u003cp\u003eSubgroup Interaction and the Cooperative Mode.\u003c\/p\u003e \u003cp\u003eSummary and Conclusions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Cooperative Interaction and Curriculum Mastery.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePiagetian Perspectives on Cooperative Interaction.\u003c\/p\u003e \u003cp\u003eAssistance and Cooperative Interaction.\u003c\/p\u003e \u003cp\u003eThe Social Impact of Classroom Interaction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Friendship, Status, and Centrality.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eChildren’s Friendships.\u003c\/p\u003e \u003cp\u003ePeer Status in Formal Groups.\u003c\/p\u003e \u003cp\u003eStatus in Friendship Groups.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Individual Differences in Informal Experiences.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eVarying Experiences of Status.\u003c\/p\u003e \u003cp\u003eFriendship and Status Compared.\u003c\/p\u003e \u003cp\u003eContinuity and Change.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Social and Personal Adjustment.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePeer Groups and Antisocial Behavior.\u003c\/p\u003e \u003cp\u003ePeer Groups and Personal Adjustment.\u003c\/p\u003e \u003cp\u003eSummary and Conclusions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. School Performance Revisited.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePeer Groups and Educational Failure.\u003c\/p\u003e \u003cp\u003eDiverse Consequences of Friendship.\u003c\/p\u003e \u003cp\u003eClassroom Practice and Developmental Outcomes.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Implications for Practice and Future Research.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSummary and Introduction.\u003c\/p\u003e \u003cp\u003eRemedial Work with Individuals.\u003c\/p\u003e \u003cp\u003eQualified Endorsement of the Cooperative Approach.\u003c\/p\u003e \u003cp\u003eFuture Research and Theoretical Development.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e \"\"Both undergraduate and graduate students and researchers in education, child\u003cbr\u003epsychology, developmental psychology, and social psychology would find the book, or\u003cbr\u003eparticular chapters, useful as they explore the nature of peer groups in educational settings.\u003cbr\u003eResearchers in psychology will become better aware of the many facets of school and\u003cbr\u003eclassroom life that should be considered when studying children in the classroom context\". (PsycCritiques, 8 December 2010)\u003cbr\u003e\"\u003cbr\u003e\"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.\" (\u003ci\u003eTimes Higher Education,\u003c\/i\u003e November 2010) \u003cb\u003eChristine Howe\u003c\/b\u003e 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 \u003ci\u003eSocial Development\u003c\/i\u003e and has served as Chair of the British Psychological Society's Developmental Section.  \u003ci\u003ePeer Groups and Children's Development\u003c\/i\u003e considers the experiences of school-aged children with their peer groups.  \u003cp\u003eThe book looks at the formal peer groups that children are placed in for teaching and learning, covering such topics as the class size debate, mixed-ability vs. ability-based teaching, gender and classroom dialogue, and dialogic teaching and cooperative learning. Howe also provides an in-depth examination of the nature, causes, and consequences of a child's informal peer relationships, including those associated with cliques, friendships, and adolescent gangs.\u003c\/p\u003e \u003cp\u003eEvidence 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 makers.\u003c\/p\u003e \u003cp\u003eInformed by the latest research and scholarship, \u003ci\u003ePeer Groups and Children's Development\u003c\/i\u003e offers revelatory insights into the effects of peer relationships on a child's intellectual, personal and social development.\u003c\/p\u003e  \"This is the book that we were all expecting from Christine Howe: truly interdisciplinary and at the crossroads of psychology and education. It is well-informed – a bridge between the many insights of researchers and educationalists from all over the world. But it also faces difficult issues, and puts them under the scrutiny of experimental and observational evidence without being afraid to go against some established beliefs. Compulsory reading for all those interested in the consequences of children's peer group experience in the classroom.\"\u003cbr\u003e —\u003cb\u003eProfessor Anne-Nelly Perret-Clermont\u003c\/b\u003e, Institute of Psychology and Education, University of Neuchâtel  \u003cp\u003e\"Christine Howe's thoroughly researched book offers a thoughtful analysis of the wide literature on children’s experiences of the peer group and its profound influence on their social, emotional and educational development. Practitioners and researchers will be enthralled and inspired by this sensitive and informed account of the social-cultural contexts in which children learn and grow.\"\u003cbr\u003e —\u003cb\u003eHelen Cowie,\u003c\/b\u003e Research Professor, University of Surrey, UK\u003c\/p\u003e \u003cp\u003e\"This important book offers an engaging and accessible introduction to the contemporary literature concerning the developmental significance of children's peer groups. It is a distinctive work, not least because it emphasises the role of peers in children's well-being, when so much other work has chosen to focus on their negative impact.\"\u003cbr\u003e —\u003cb\u003eProfessor Karen Littleton,\u003c\/b\u003e The Open University, UK\u003c\/p\u003e \u003cp\u003e“This is an excellent and timely book; scholarly and intellectually coherent, yet accessible to practitioners.”\u003cbr\u003e —\u003cb\u003ePeter Blatchford,\u003c\/b\u003e University of London\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989758984421,"sku":"NP9781405179454","price":112.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781405179454.jpg?v=1761785378","url":"https:\/\/k12savings.com\/es\/products\/peer-groups-and-childrens-development-isbn-9781405179454","provider":"K12savings","version":"1.0","type":"link"}