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

This volume continues the tradition of excellence associated with the "Studies in Social and Emotional Development" series. In 1984 the National Research Council organized an expert panel to study research on middle childhood, and this panel recommended that future research focus on the processes by which middle childhood contributes to later development. The current volume integrates research conducted in response to this recommendation. Huston and Ripke present contributions from 15 longitudinal studies that address two related questions: How do developmental patterns in middle childhood relate to the directions taken in adolescence and adulthood? What do experiences in the family, peer group, school, and larger economic and cultural milieus contribute to these long-term developmental patterns? The evidence indicates that individual differences revealed in childhood become stabilized in middle childhood. One recurring theme is the long-term importance of gaining competence with peers during middle childhood. Not only do environments experienced in middle childhood impact the pathways followed through adolescence and adulthood, the relative importance of different environments changes as children become more independent of parents and gain more exposure to contexts outside the family. ^BSumming Up: Highly recommended. Upper-division undergraduates through faculty and professionals. R. B. Stewart Jr. Oakland University