Description
Book SynopsisThis is the fifth volume in a series which endeavours to organize, centralize and present current ideas and research in the field of child development, viewed with a sociological perspective. It contains three main sections: early childhood care; children's peer groups; and, family influence. Papers examine early childhood care; non-parental child care environments; differences in preschool cognitive skills by type of care; quality of centre care and cognitive outcomes: differences by family income; parent involvement in early childhood education and day care; negotiations of norms and sanctions among children; the attainment of peer status: gender and power relationships in the elementary school; social status and interactional competence in families; family and friend relationships of only children: a study of Chinese adults; women and money: cultural contrasts.
Table of ContentsPart 1 Early childhood care: early intervention - a field moving toward a sociological perspective, Rosalyn Benjamin Darling and Jon Darling; non-parental child care environments - differences in preschool cognitive skills by type of care, Marlena Studer; quality of centre care and cognitive outcomes - differences by family income, Marlena Studer; parent involvement in early childhood education and day care, Rena Shimoni. Part 2 Children's peer groups: negotiations of norms and sanctions among children, Hans Oswald; the attainment of peer status - gender and power relationships in the elementary school, Steven Kless. Part 3 Family influence: social status and interactional competence in families, Scott Pimley; family and friend relationships of only children - a study of Chinese adults, Gary Huang and Craig Howley; women and money - cultural contrasts, Jerome Rabow et al.
