What 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.
In this important new book, he offers clear principles and practical advice on how to support your child through the K-12 education system, or outside it if you choose to homeschool or un-school.
The Child at School: Interactions with Peers and Teachers
Hunter hopes to miss school by misbehaving in the morning; his common behaviors include dawdling, refusing to move, locking himself in a room or car, and having temper tantrums. Hunter's parents often get their son to school but only ...
Covers physical and intellectual development, gender-related issues, self-esteem, family relationships, and school behavior
Along the way, Mara Linaberger, an educational innovator with more than twenty-five years of experience, will share stories, tips, and tricks to help instill a love for learning in your child!
With the Whole Child in Mind describes the SDP's six developmental pathways (cognitive, social, psychological, physical, linguistic, and ethical) and explains how the program's nine key components (in the form of mechanisms, operations, and ...
Helps parents decide when a child's reluctance to leave them, and in particular a refusal to go to school, goes beyond normal separation anxiety, and suggests ways to help children develop the power to cope with the problem.
Parents' first duty is to their children—to their intellect, their character, their souls. The facts on the ground point to one conclusion: get out now.
Maximizing your kid's potential starts now--here's how. Mental health professionals, see also the related intervention manual from Gallagher et al., Organizational Skills Training for Children with ADHD: An Empirically Supported Treatment.
Some are called opportunity scholarships, while others are called tax credit scholarships, tuition tax deductions, or education savings accounts. Some programs are simply referred to as private school choice programs.