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Peer Groups and Children's Development considers the experiences of school-aged children with their peer groups. The 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. 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 makers. 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.
"Both undergraduate and graduate students and researchers ineducation, child
psychology, developmental psychology, and social psychology wouldfind the book, or
particular chapters, useful as they explore the nature of peergroups in educational settings.
Researchers in psychology will become better aware of the manyfacets of school and
classroom life that should be considered when studying children inthe classroom context". (PsycCritiques, 8 December 2010)
"The experiences of schoolchildren with their peer groups andthe implications for social, personal and intellectual developmentare considered here, as Howe reviews and integrates literaturerelating to classroom and out-of-class settings. The text isintended to address psychologists' and educationalists' researchconcerns, as well as the practical concerns of teachers, parents,counsellors and policymakers." (Times Higher Education,November 2010)"This is the book that we were all expecting from Christine Howe:truly interdisciplinary and at the crossroads of psychology andeducation. It is well-informed - a bridge between the manyinsights of researchers and educationalists from all over theworld. But it also faces difficult issues, and puts them under thescrutiny of experimental and observational evidence without beingafraid to go against some established beliefs. Compulsory readingfor all those interested in the consequences of children's peergroup experience in the classroom."
--Professor Anne-Nelly Perret-Clermont, Institute ofPsychology and Education, University of Neuchâtel
"Christine Howe's thoroughly researched book offers a thoughtfulanalysis of the wide literature on children's experiences ofthe peer group and its profound influence on their social,emotional and educational development. Practitioners andresearchers will be enthralled and inspired by this sensitive andinformed account of the social-cultural contexts in which childrenlearn and grow."
--Helen Cowie, Research Professor, University ofSurrey, UK
"This important book offers an engaging and accessibleintroduction to the contemporary literature concerning thedevelopmental significance of children's peer groups. It is adistinctive work, not least because it emphasises the role of peersin children's well-being, when so much other work has chosen tofocus on their negative impact."
--Professor Karen Littleton, The Open University,UK
"This is an excellent and timely book; scholarly andintellectually coherent, yet accessible topractitioners."
--Peter Blatchford, University of London
psychology, developmental psychology, and social psychology wouldfind the book, or
particular chapters, useful as they explore the nature of peergroups in educational settings.
Researchers in psychology will become better aware of the manyfacets of school and
classroom life that should be considered when studying children inthe classroom context". (PsycCritiques, 8 December 2010)
"The experiences of schoolchildren with their peer groups andthe implications for social, personal and intellectual developmentare considered here, as Howe reviews and integrates literaturerelating to classroom and out-of-class settings. The text isintended to address psychologists' and educationalists' researchconcerns, as well as the practical concerns of teachers, parents,counsellors and policymakers." (Times Higher Education,November 2010)"This is the book that we were all expecting from Christine Howe:truly interdisciplinary and at the crossroads of psychology andeducation. It is well-informed - a bridge between the manyinsights of researchers and educationalists from all over theworld. But it also faces difficult issues, and puts them under thescrutiny of experimental and observational evidence without beingafraid to go against some established beliefs. Compulsory readingfor all those interested in the consequences of children's peergroup experience in the classroom."
--Professor Anne-Nelly Perret-Clermont, Institute ofPsychology and Education, University of Neuchâtel
"Christine Howe's thoroughly researched book offers a thoughtfulanalysis of the wide literature on children's experiences ofthe peer group and its profound influence on their social,emotional and educational development. Practitioners andresearchers will be enthralled and inspired by this sensitive andinformed account of the social-cultural contexts in which childrenlearn and grow."
--Helen Cowie, Research Professor, University ofSurrey, UK
"This important book offers an engaging and accessibleintroduction to the contemporary literature concerning thedevelopmental significance of children's peer groups. It is adistinctive work, not least because it emphasises the role of peersin children's well-being, when so much other work has chosen tofocus on their negative impact."
--Professor Karen Littleton, The Open University,UK
"This is an excellent and timely book; scholarly andintellectually coherent, yet accessible topractitioners."
--Peter Blatchford, University of London