Peer Groups and Children's Development

This book is concerned with how experiences within peer groups influence children's intellectual, social and personal development, and how these experiences can themselves be influenced to ensure optimal consequences. Focuses on the peer group experiences of children attending school in Western societies, from five years of age through to adolescence Considers peer groups in classrooms, friendships made within and outside of school, and the groups that children participate in for extra-curricular activities Includes a final summary which brings together the significant implications for theory, policy and practice Unique in that no other volume reviews and integrates literature relating to peer groups in both classroom and out-of-class settings Addresses the research interests of psychologists and educationalists, as well as the practical concerns of teachers, parents, counsellors, and policy makers

Christine Howe is Professor of Education at the University of Cambridge, and Fellow of Lucy Cavendish College. Previously she was Professor of Psychology at the University of Strathclyde. Her main research interests are peer interaction and conceptual growth, children's reasoning in mathematics and science, and communication and social relations among children. In addition to publishing seven books and over 100 journal articles, Christine was for many years co-editor of the journal Social Development and has served as Chair of the British Psychological Society's Developmental Section.

Series Editor's Preface	p. vii
Acknowledgments	p. ix
Peer Groups in a Cultural Context	p. 1
Introduction	p. 1
Cultural Dependency	p. 2
Theoretical Framework	p. 6
Peer Groups and Children's Development	p. 13
Peer Groups and Classroom Structure	p. 19
Introduction	p. 19
The Peer Group Structure of Classes	p. 21
The Structure of Classroom Subgroups	p. 32
Summary and Conclusions	p. 40
Performance and Cooperation in Classrooms	p. 43
Introduction	p. 43
Whole-Class Interaction and the Performance Mode	p. 44
Subgroup Interaction and the Cooperative Mode	p. 56
Summary and Conclusions	p. 67
Cooperative Interaction and Curriculum Mastery	p. 70
Introduction	p. 70
Piagetian Perspectives on Cooperative Interaction	p. 72
Assistance and Cooperative Interaction	p. 80
The Social Impact of Classroom Interaction	p. 86
Friendship, Status, and Centrality	p. 91
Introduction	p. 91
Children's Friendships	p. 93
Peer Status in Formal Groups	p. 101
Status in Friendship Groups	p. 108
Individual Differences in Informal Experiences	p. 115
Introduction	p. 115
Varying Experiences of Status	p. 117
Friendship and Status Compared	p. 127
Continuity and Change	p. 132
Social and Personal Adjustment	p. 142
Introduction	p. 142
Peer Groups and Antisocial Behavior	p. 144
Peer Groups and Personal Adjustment	p. 152
Summary and Conclusions	p. 163
School Performance Revisited	p. 164
Introduction	p. 164
Peer Groups and Educational Failure	p. 166
Diverse Consequences of Friendship	p. 171
Classroom Practice and Developmental Outcomes	p. 180
Implications for Practice and Future Research	p. 182
Summary and Introduction	p. 182
Remedial Work with Individuals	p. 185
Qualified Endorsement of the Cooperative Approach	p. 189
Future Research and Theoretical Development	p. 196
References	p. 201
Index	p. 227
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Peer Groups and Children's Development

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Author Biography

Table of Contents

Supplemental Materials