Growing up in a changing society : a reader PDF
Preview Growing up in a changing society : a reader
Child Development in Social Context 3 Growing up ina r I F T Y Child Development in Social Context 3 Growing up in a Changing Society Child Development in Social Context Other volumes in the series: Volume 1 Becoming a Person Edited by Martin Woodhead, Ronnie Carr and Paul Light Volume 2 Learning to Think Edited by Paul Light, Sue Sheldon and Martin Woodhead This Reader is part of an Open University course and is, therefore, related to other material available to students. Opinions expressed in it are not necessarily those of the course team or of the university. This disclaimer also applies to the use of sexist language within the articles. If you would like to study this course, please write to The Central Enquiries Office, The Open University, Walton Hall, Milton Keynes MK7 6AA for a prospectus and application form. For more specific information write to The Higher Degrees Office at the same address. Child Development in Social Context 3 Growing up in a Changing Society A Reader edited by Martin Woodhead, Paul Light and Ronnie Carr at The Open University RRoutledge Taylor & Francis Croup LONDON AND NEW YORK First published 1991 by Routledge Published 2013 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon 0X14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business © Selection and editorial material The Open University 1991 Typeset by Witwell Ltd, Southport All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data A catalogue record for this book is available from the Library of Congress ISBN 978-0-415-05827-8 (pbk) Contents Figures and Tables Preface Part one Concepts of childhood, concepts of parenthood 1 Revolution in parenthood Robert A. Levine and Merry I. White 2 The American child and other cultural inventions William Kessen 3 Psychology and the cultural construction of ‘children’s needs’ Martin Woodhead Part two Frameworks for child care 4 Working mothers and the care of young children Barbara Ttzard 5 Infant day care: maligned or malignant? K. Alison Clarke-Stewart 6 The role of social networks in the care of young children Malcolm Hill 7 Coping with family transitions: winners, losers and survivors E. Mavis Hetherington vi Contents Part three Expectations in early education 139 8 The relationship of temperament to adjustment in British infant schools 145 Helen Altman Klein and Jeanne H. Ballantine 9 The ability of young children to rank themselves for academic ability 156 Tony Crocker and Rosemary Cheeseman 10 Early admission: early labelling 163 Colin Rogers 11 Transactional models of early education effectiveness: what is the message for policy? 179 Martin Woodhead Part four Pupil perspectives on classrooms and playgrounds 197 12 Teachers: a child’s eye view 201 Jacqueline Goodnow and Ailsa Burns 13 Playground games and playtime: the children’s view 224 Peter Blatchford, Rosemary Creeser and Ann Mooney 14 Friends and fights 243 Bronwyn Davies Part five Gender, ‘race’ and the experience of schooling 265 15 Sex roles in the primary classroom 271 Paul Croll and Diana Moses 16 Demolishing ‘The House that Jack Built’: anti-sexist initiatives in the primary school 292 Christine Skelton 17 Pupils, ‘race’ and education in primary schools 309 Peter Woods and Elizabeth Grugeon 18 Children’s grasp of controversial issues 333 Geoffrey Short Name index 351 Subject index 358 Figures and Tables Figure 11.1 A causal model for effects of the Perry Pre-School Program 189 Tables 1.1 Advantages of having children: per cent mentioning economic utility 7 8.1 Ideal and actual temperament ratings by British infant school teachers 150 8.2 Correlations between temperament and adjustment for British infant school children 150 8.3 Temperament dimensions as predictors of adjustment for British infant school children: stepwise regression analysis 151 8.4 Actual temperament and adjustment ratings by gender for British infant school children 152 9.1 Class 1: the percentage any child was perceived to be ‘better than’ the nominating children 159 9.2 Correlations between the various estimates of academic rank 160 9.3 Academic and non-academic comments 161 11.1 The Perry Pre-School Project: major findings at 19 years of age 182 11.2 Percent of students placed in special education classes, program versus control 184 12.1 The main qualities mentioned by children from all grades in their definitions of a good teacher, parent and friend 203 12.2 Changes by grade in the main qualities mentioned in definitions of a good teacher 204 13.1 Views on dinner playtime 228 13.2 Views about staying in or going out at playtime 229 13.3 What games children say they play in the playground 233 This page intentionally left blank Preface Child Development in Social Context is a module of the Open University’s taught MA in Education. This is the third of three volumes of readings specially selected to serve as students’ major source material. They should provide suitable reading for all psycho logy students, as well as teachers and others concerned with child development and education. These readings cover a range of topics from infancy through to the primary school years. They illustrate the increasing attention now being paid by developmental psychologists to social context and social relationships as fundamental in shaping the course of development, the processes of learning and thinking, and the construction of personal identity and educational achieve ment. The emphasis on social context in developmental psychology is evident at various levels. In terms of methodology, there is growing dissatisfaction with artificial experimental procedures. Bronfenbren- ner (1977) was prompted to remark: ‘much of contemporary developmental psychology is the science of the strange behaviour of children in strange situations with strange adults for the briefest possible periods of time’. Whereas in the past developmental psycho logists tended to model their work on the physical sciences, referring at conferences to ‘research going on in my lab’, many are now spending time squatting in the corners of sitting-rooms and classrooms making naturalistic observations of everyday life in families and schools. Of course there is still a place for controlled experiments, and modem research technologies have greatly amplified the power of the re searcher’s observations. This is especially true in the field of infancy, where frame-by-frame analysis of fleeting everyday encounters between young children and their parents has greatly enriched our understanding of interrelationships between the responsiveness of care-givers and the emerging competencies of children. This line of
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