By Christine Howe
ISBN-10: 1405179457
ISBN-13: 9781405179454
Peer teams and Children’s Development considers the stories of school-aged young children with their peer teams and its implications for his or her social, own and highbrow improvement
- Focuses at the peer team reports of kids attending college in Western societies, from 5 years of age via to adolescence
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Considers peer teams in school rooms, friendships made inside and outdoors of college, and the teams that kids perform for extra-curricular activities
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Includes a last precis which brings jointly the numerous implications for conception, coverage and practice
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Unique in that no different quantity reports and integrates literature on the subject of peer teams in either lecture room and out-of-class settings
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Addresses the learn pursuits of psychologists and educationalists, in addition to the sensible issues of academics, mom and dad, counsellors, and coverage makers
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Extra resources for Peer Groups and Children's Development
Example text
Preservation of that ideal and the associated homogenization has origins that are at least as ancient as Socratic philosophy. Indeed Socrates himself was the arch proponent of doubt, questioning, and divergence—and intense one-to-one teaching. A more plausible line of argument in the present context is perhaps to suggest that the two strands coexist, as competing and contradictory pressures upon contemporary practice. Preliminary evidence that is consistent with this interpretation comes from further research by the team whose work has been used extensively throughout the chapter, Ed Baines, Peter Blatchford, and Peter Kutnick.
The children who were initially placed in small classes made more rapid progress than the other children in literacy and mathematics. Moreover, the small class advantages were found not just during the three years that the children were actually in small classes but also on follow-up assessment during subsequent years. These results have proved robust against more sophisticated analyses of the STAR data that have been conducted since the project’s completion (Goldstein & Blatchford, 1998). Nevertheless, despite the robustness, concerns have been expressed about the lack of baseline attainment measures before the project started.
86). The role of teaching is to assist children in crossing their personal zones, so that what they can achieve under guidance becomes their “actual developmental level” on subsequent occasions. To put the work on class size into perspective, it may be useful to consider what is known about effective assistance. Research relating to effective assistance has focused on mother–child interaction rather than classrooms. For instance, Wood and Middleton (1975) and Wertsch (1979) recorded mothers assisting preschool children with, respectively, the construction of pyramids from blocks and the completion of jigsaw puzzles.
Peer Groups and Children's Development by Christine Howe
by James
4.5