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This book unites research and theoretical work that addresses the relations between social interaction and the development of children's understanding. Contributors present and discuss research on the roles adults and/or peers play in children's development. They report results of research on social interaction and the development of preschool-aged and elementary school children's understanding in areas such as: use of metacognitive strategies, understanding of social events, moral and affective development, use of planning skills, knowledge of social conventions, and development of play interests. Across all contexts, the role of others is discussed as providing support, direction, or challenge for children's developing understanding. Changes in children's understanding, in turn, simultaneously inform interactional adjustments by both children and others. It is the recognition and consideration of this complementary relationsip between developing understanding and organization of social interactions that provies the volume's unifying theme.

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CHOICE Review

Chapter authors of this edited volume present seven theoretical perspectives on the interactive influence of child and environment in the course of the child's social development, plus a final critical review. The authors argue for a more context-based analysis of child behavior than has been customary in the field, and for particular attention to be given to the constraints on child behavior and understanding resulting from social interaction. The focus is primarily on preschool-aged children with some attention to older children. Original data are provided in several chapters. Technical quality is generally good, but typographical and grammatical errors are frequent. Recommended for graduate students and faculty in developmental psychology. -A. E. McCabe, University of Windsor

Notas de autor provistas por Syndetics

negar /f Lucien /i T.