This book developed from a symposium in which participants examined childhood socialization from a number of perspectives and with several disciplinary lenses. The major purpose of the symposium and thus of this volume is to provide an integrative, multidisciplinary discussion of the social development of preschool and young elementary school-aged children. As a result, there are contributions to this volume from anthropologists (Leacock, Ogbu), psychologists (Lippincott, Mueller, Ramey and Snow), sociologists (Borman, Denzin) and scholars who have self-consciously adopted an interdisciplinary framework. First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

Describes the history and purpose of outdoor play areas. Both a reminiscence and a practical manual, this study probes the philosophy of play, the stages of a child's behaviour and social interaction in recreation, and the educational value of playgrounds.

Winner of the Best Book of 2008 from The International Gender and Language Association In this ground-breaking ethnography of girls on a playground, Goodwin offers a window into their complex social worlds. Combats stereotypes that have dominated theories on female moral development by challenging the notion that girls are inherently supportive of each other Examines the stances that girls on a playground in a multicultural school setting assume and shows how they position themselves in their peer groups Documents the language practices and degradation rituals used to sanction friends and to bully others Part of the Blackwell Studies in Discourse and Culture Series

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

A uniquely comprehensive resource for practitioners, this research-based book addresses both the social-emotional and cognitive-academic challenges faced by children and adolescents with high-functioning autism spectrum disorders (HFASD). The author discusses DSM-5 criteria, traces these kids' developmental trajectories, and explores their distinct combination of strengths and needs. Effective school-based interventions for overcoming the social isolation and learning difficulties often associated with HFASD are reviewed in depth. Appendices include concise descriptions of more than 50 relevant assessment tools, plus a detailed, practical outline of the author's empirically supported social intervention model.

Unlike other texts for undergraduate sociological social psychology courses, Individual and Society covers each of the three research traditions in sociological social psychology—symbolic interactionism, social structure and personality, and group processes and structures. With this approach, the authors make clear the link between sociological social psychology, theory, and methodology. Students will gain a better understanding of how and why social psychologists trained in sociology ask particular kinds of questions; the types of research they are involved in; and how their findings have been, or can be, applied to contemporary societal patterns and problems. This new, third edition makes the emphasis on social inequality within sociological social psychology, a key theme in earlier versions of the book, more salient throughout the text by including new or expanded discussions of intersectionality, positionality, the experiences of gender and sexual minorities, racial microaggression, contemporary social movements, and the complexities of allyship. Other additions to the text address the ubiquity of the Internet and social media, where the authors consider how these phenomena have shaped the experiences of Generation Z, the first “digital natives,” and altered individuals’ self-concepts and social relationships. Engaging exercises and group activities are also embedded within each chapter to enhance students’ readiness to reflect and think critically about the social world around them and to improve their understanding of the different dimensions of sociological social psychology and how they relate to everyday life.