Social Life in School
Pupils' experiences of breaktime and recess from 7 to 16
Seiten
1998
Routledge Falmer (Verlag)
978-0-7507-0743-5 (ISBN)
Routledge Falmer (Verlag)
978-0-7507-0743-5 (ISBN)
Based on a study of pupils from primary to secondary school, the text argues that breaktime plays an important part in a child's social development and considers what will happen in a society where these skills are not developed.
Are breaktimes really just a time of violence and bullying that could be better used for working? Based on a unique and fascinating longitudinal study of a group of pupils from primary to secondary school, the author of this timely new book proposes an alternative view. He believes that breaktime plays an important part in children's social development, and through his gathering of pupil's own views on breaktimes over a period of ten years, we see how breaktimes offer children time to play; to develop friendships; to build social networks; to develop social skills and competence; to be independent from adults; and to learn to manage conflict, aggression and inter-group relations. Where else will they learn these important skills if not in the playground? What will happen in a society where these skills are not developed?
Are breaktimes really just a time of violence and bullying that could be better used for working? Based on a unique and fascinating longitudinal study of a group of pupils from primary to secondary school, the author of this timely new book proposes an alternative view. He believes that breaktime plays an important part in children's social development, and through his gathering of pupil's own views on breaktimes over a period of ten years, we see how breaktimes offer children time to play; to develop friendships; to build social networks; to develop social skills and competence; to be independent from adults; and to learn to manage conflict, aggression and inter-group relations. Where else will they learn these important skills if not in the playground? What will happen in a society where these skills are not developed?
Peter Blatchford
Chapter 1 Introduction; Chapter 2 Pupils’ Experience and Behaviour at Breaktime; Chapter 3 Pupils’ Views On Breaktime at 7, 11 and 16 Years; Chapter 4 Changes in Breaktime Activities From 7 to 16 Years; Chapter 5 Playground Games at Junior School; Chapter 6 Friendship Formation After Entry to Junior School; Chapter 7 The Experience of Friendship at Breaktime at 16 Years; Chapter 8 Pupils’ Views On Teasing and Name Calling at 7, 11 and 16 Years; Chapter 9 Fighting in School; Chapter 10 Conclusion;
| Erscheint lt. Verlag | 31.3.1998 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 476 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-7507-0743-7 / 0750707437 |
| ISBN-13 | 978-0-7507-0743-5 / 9780750707435 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
Mehr entdecken
aus dem Bereich
aus dem Bereich
für Kinder mit Down-Syndrom, Leseratten und Legastheniker
Buch | Softcover (2023)
Lehmanns Media (Verlag)
CHF 27,90
wie Lehrer, Eltern und Schüler guten Unterricht gestalten
Buch | Softcover (2024)
Klett-Cotta (Verlag)
CHF 33,55
Unterrichtsstörungen, Beleidigungen und Gewalt erfolgreich eingrenzen
Buch | Softcover (2025)
Klett-Cotta (Verlag)
CHF 30,80
