Developmental contexts in middle childhood : bridges to adolescence and adulthood /

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Bibliographic Details
Imprint:	New York ; Cambridge, UK : Cambridge University Press, ©2006.
Description:	1 online resource (xxii, 455 pages) : illustrations
Language:	English
Series:	Cambridge studies in social and emotional development Cambridge studies in social and emotional development.
Subject:	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. Child development. Child psychology. Children. Preteens. Longitudinal studies.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11812096

Hidden Bibliographic Details
Other authors / contributors:	Huston, Aletha C. Ripke, Marika N., 1972-
ISBN:	9780511499760 0511499760 9780511146848 0511146841 9780511144912 0511144911 9780511145827 0511145829 9780511351259 0511351259 0511146264 9780511146268 9780521845571 0521845572 9780521175548 0521175542
Notes:	Includes bibliographical references and index. Print version record.
Summary:	"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.
Other form:	Print version: Developmental contexts in middle childhood. Cambridge, UK ; New York : Cambridge University Press, 2006 0521845572

Table of Contents:

Foreword
Acknowledgments
1. Middle childhood: contexts of development
2. The significance of middle childhood peer competence for work and relationships in early adulthood
3. Aggression and insecurity in late adolescent romantic relationships: antecedents and developmental pathways
4. Middle childhood family-contextual and personal factors as predictors of adult outcomes
5. Genetic and environmental influences on continuity and change in reading achievement in the Colorado Adoption Project
6. Reciprocal effects of mothers' depression and children's problem behaviors from middle childhood to early adolescence
7. Middle childhood life course trajectories: links between family dysfunction and children's behavioral development
8. The contribution of middle childhood contexts to adolescent achievement and behavior
9. Educational tracking within and between schools: from first grade through middle school and beyond
10. School environments and the diverging pathways of students living in poverty
11. The relations of classroom contexts in the early elementary years to children's classroom and social behavior NICHD
12. Out-of-school time use during middle childhood in a low-income sample: do combinations of activities affect achievement and behavior?
13. Low-income children's activity participation as a predictor of psychosocial and academic outcomes in middle childhood and adolescence
14. Healthy mind, healthy habits: the influence of activity involvement in middle childhood
15. Media effects in middle childhood
16. Continuity and discontinuity in middle childhood: implications for adult outcomes in the UK 1970 birth cohort
17. Mandatory welfare-to-work programs and preschool-age children: do impacts persist into middle childhood?
18. Effects of welfare and employment policies on middle-childhood school performance: do they vary by race/ethnicity, and if so, why?
19. Effects of a family poverty intervention program lasting from middle childhood to adolescence
20. Experiences in middle childhood and children's development: a summary and integration of research

Developmental contexts in middle childhood : bridges to adolescence and adulthood /

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