{"product_id":"peer-groups-and-childrens-development-9781405179447","title":"Peer Groups and Childrens Development","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\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\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Both undergraduate and graduate students and researchers in education, child\u003cbr\u003e psychology, developmental psychology, and social psychology would find the book, or\u003cbr\u003e particular chapters, useful as they explore the nature of peer groups in educational settings.\u003cbr\u003e Researchers in psychology will become better aware of the many facets of school and\u003cbr\u003e classroom life that should be considered when studying children in the classroom context\". (PsycCritiques, 8 December 2010)\u003cbr\u003e \u003cbr\u003e   \u003cp\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)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eChapter 1: 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\u003e\u003ci\u003ePiaget and Sullivan.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGroup socialization theory.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePeer groups and children’s development.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eOverview of contents.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAn inter-disciplinary perspective.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: 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\u003e\u003ci\u003eClass size.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSelective assignment.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe structure of classroom subgroups.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eCultural and local influences upon classroom structure.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSize and selectivity.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eCompeting pressures.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSummary and conclusions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: 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\u003e\u003ci\u003eThe ubiquitous IRF.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eIndividual differences in performance roles.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSubgroup interaction and the cooperative mode.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSitting in groups versus working with groups.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eCooperative learning.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRole differentiation in classroom subgroups.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSummary and conclusions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Cooperative interaction and curriculum mastery.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePiagetian perspectives upon cooperative interaction.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSocio-cognitive conflict, transactive dialogue and exploratory talk.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGroup work in science.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eResolving differences.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAssistance and cooperative interaction.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eHelping and learning.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAssistance versus contrasting.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe social impact of classroom interaction.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSelecting mechanisms.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSocial judgments in classrooms.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eConclusions.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Friendship, status, and centrality.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eChildren’s friendships.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMembership of friendship groups.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe qualities of friends.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSimilarity and complementarity.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePeer status in formal groups.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSocio-metric relations.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAssigning status.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBeyond the classroom.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eStatus in friendship groups.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEthnographic approaches.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe concept of centrality.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eConclusions.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: 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\u003e\u003ci\u003eSociability, aggression and withdrawal.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBehavioural characteristics and status.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBehavioural characteristics in context.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFriendship and status compared.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSociability and friendship.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAggression, friendship and centrality.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eContinuity and change.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eContext dependency\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eConclusions.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Social and personal adjustment.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePeer groups and antisocial behaviour.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRejection and antisocial behaviour.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eFriendship and antisocial behaviour.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMutual support or bad examples.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePeer groups and personal adjustment.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eStatus and internalizing difficulties.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eInternalizing versus externalizing.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eRejection and neglect.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe protective status of friendship.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSummary and conclusions.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: School performance revisited.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003ePeer groups and educational failure.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eStatus and performance.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eStatus and friendship.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eDiverse consequences of friendship.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eFriends and academic polarization.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTowards an integrated perspective.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eClassroom practice and developmental outcomes.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: 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\u003e\u003ci\u003eSkills training for at-risk children.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eSkills training in context.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eQualified endorsement of the cooperative approach.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eMaximizing the 'promotiveness' of promotive interaction.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe problem of aggression.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eTeacher involvement.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eFuture research and theoretical development.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDeveloping the socio-cultural perspective.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConclusion.\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49407910183255,"sku":"9781405179447","price":35.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781405179447.jpg?v=1730500929","url":"https:\/\/bookcurl.com\/products\/peer-groups-and-childrens-development-9781405179447","provider":"Book Curl","version":"1.0","type":"link"}