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OverviewWhat is the nature of children’s social life in school? How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school? This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions. In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience. They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. The book includes a number of important topics, including: The significance of peer-friendships at school The nature and importance of play and break-times Aggression and bullying at school Peer relations and learning at school The classroom environment and teacher-pupil interaction The influence of gender in how children learn at school. Advantages and disadvantages of different methodological approaches for studying children in school settings Policy implications of current research findings. The Child at School will be essential reading for all students of child development and educational psychology. It will also be an invaluable source for both trainee and practicing teachers and teaching assistants, as well as clinical psychologists and policy makers in this area. Full Product DetailsAuthor: Peter Blatchford , Anthony D. Pellegrini , Ed BainesPublisher: Taylor & Francis Ltd Imprint: Routledge Edition: 2nd Revised edition Dimensions: Width: 15.60cm , Height: 1.80cm , Length: 23.40cm Weight: 0.453kg ISBN: 9781848723009ISBN 10: 1848723008 Pages: 318 Publication Date: 16 July 2015 Audience: College/higher education , Postgraduate, Research & Scholarly , Undergraduate Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsReviews'Schools are amongst the most significant contexts in which children develop, and children's prior development influences how they respond to schools. The over-arching aim of The Child at School is to underline this inter-dependency and to challenge the widespread belief that education and development can be treated separately. It succeeds triumphantly, providing a compendium of up-to-date research on topics as varied as play, bullying, gender, ability grouping, class size. No comparable volume comes close to matching in breadth of vision.' - Christine Howe, Faculty of Education, University of Cambridge, UK Schools are amongst the most significant contexts in which children develop, and children s prior development influences how they respond to schools. The over-arching aim of The Child at School is to underline this inter-dependency and to challenge the widespread belief that education and development can be treated separately. It succeeds triumphantly, providing a compendium of up-to-date research on topics as varied as play, bullying, gender, ability grouping, class size. No comparable volume comes close to matching in breadth of vision. Christine Howe, Faculty of Education, University of Cambridge, UK Author InformationPeter Blatchford is Professor of Psychology and Education at the UCL Institute of Education, UK. Anthony D. Pellegrini is Emeritus Professor at the University of Minnesota, USA. Ed Baines is Senior Lecturer in Psychology and Education at the UCL Institute of Education, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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