ISBN:
0511499760
,
0511146841
,
0511145829
,
0511351259
,
9780511146848
,
9780511145827
,
9780511499760
,
9780511351259
Language:
English
Pages:
1 Online-Ressource (xxii, 455 pages)
,
illustrations
Series Statement:
Cambridge studies in social and emotional development
Parallel Title:
Erscheint auch als Developmental contexts in middle childhood
DDC:
305.231
Keywords:
Child development Longitudinal studies
;
Child psychology Longitudinal studies
;
Children Longitudinal studies
;
Preteens Longitudinal studies
;
Child Development
;
Psychology, Adolescent
;
Psychology, Child
;
Child
;
Cross-Cultural Comparison
;
Longitudinal Studies
;
Socialization
;
FAMILY & RELATIONSHIPS ; Child Development
;
Child development
;
Child psychology
;
Children
;
Preteens
;
Longitudinal studies
Abstract:
"During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills, and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work, and family life. In this book the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand, and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers, and the broader social and economic environment all make a difference for young people's future education, work, and relationships with others."--Publisher's description
Abstract:
1.Middle childhood: contexts of development /Aletha C. Huston, Marika N. Ripke --2.The significance of middle childhood peer competence for work and relationships in early adulthood /W. Andrew Collins, Manfred van Dulmen --3.Aggression and insecurity in late adolescent romantic relationships: antecedents and developmental pathways /Gregory S. Pettit, John E. Bates, Amy Holtzworth-Munroe, Amy D. Marshall, Lori D. Harach, David J. Cleary, and Kenneth A. Dodge --4.Middle childhood family-contextual and personal factors as predictors of adult outcomes /L. Rowell Huesmann, Eric F. Dubow, Leonard D. Eron, and Paul Boxer --5.Genetic and environmental influences on continuity and change in reading achievement in the Colorado adoption project /Sally J. Wadsworth Sally J. Wadsworth, Robin Corley, Robert Plomin, John K. Hewitt, and John C. DeFries --6.Reciprocal effects of mothers' depression and children's problem behaviors from middle childhood to early adolescence /Sara R. Jaffee, Richie Poulton --7.Middle childhood life course trajectories: links between family dysfunction and children's behavioral development /Linda S. Pagani, Christa Japel, Alain Girard, Abdeljelil Farhat, Sylvana Côté, and Richard E. Tremblay --. 8.The contribution of middle childhood contexts to adolescent achievement and behavior /Katherine Magnuson, Greg J. Duncan, Ariel Kalil --9.Educational tracking within and between schools: from first grade through middle school and beyond /Doris R. Entwisle, Karl L. Alexander, Linda Steffel Olson --10.School environments and the diverging pathways of students living in poverty /Penny Hauser-Cram, Marji Erickson Warfield, Jennifer Stadler, and Selcuk R. Sirin --11.The relations of classroom contexts in the early elementary years to children's classroom and social behavior /NICHD Early Child Care Research Network --12.Out-of-school time use during middle childhood in a low-income sample: do combinations of activities affect achievement and behavior? /Pamela Morris, Ariel Kalil --13.Low-income children's activity participation as a predictor of psychosocial and academic outcomes in middle childhood and adolescence /Marika N. Ripke, Aletha C. Huston, David M. Casey --14.Healthy mind, healthy habits: the influence of activity involvement in middle childhood /Sandra D. Simpkins, Jennifer A. Fredricks, Pamela E. Davis-Kean, and Jacquelynne S. Eccles --15.Media effects in middle childhood /L. Rowell Huesmann, Laramie D. Taylor --16.Continuity and discontinuity in middle childhood: implications for adult outcomes in the UK 1970 birth cohort /Leon Feinstein, John Bynner --17.Mandatory welfare-to-work programs and preschool-age children: do impacts persist into middle childhood? /Sharon M. McGroder, Martha J. Zaslow, Kristin A. Moore, and Jennifer L. Brooks --18.Effects of welfare and employment policies on middle-childhood and school performance: do they vary by race/ethnicity and, if so, why? /Hirokazu Yoshikawa, Pamela Morris, Lisa Gennetian, Amanda L. Roy, Anna Gassman-Pines, and Erin B. Godfrey --19.Effects of a family poverty intervention program last from middle childhood to adolescence /Aletha C. Huston, Sylvia R. Epps, Mi Suk Shim, Greg J. Duncan, Danielle A. Crosby, and Marika N. Ripke --20.Experiences in middle childhood and children's development: a summary and integration of research /Aletha C. Huston, Marika N. Ripke.
Note:
Includes bibliographical references and index
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