Developmental Contexts in Middle Childhood
Bridges to Adolescence and Adulthood

This book, first published in 2006, presents research about experiences in middle childhood that forecast children's future development.

Aletha C. Huston (Edited by), Marika N. Ripke (Edited by)

9780521845571, Cambridge University Press

Hardback, published 12 June 2006

478 pages
23.6 x 16.1 x 3 cm, 0.772 kg

"This volume continues the tradition of excellence associated with the 'Studies in Social and Emotional Development' series….Highly recommended."
-- Choice

During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others.

Foreword Robert C. Granger
Acknowledgments
1. Middle childhood: contexts of development Aletha C. Huston and Marika N. Ripke
2. The significance of middle childhood peer competence for work and relationships in early adulthood W. Andrew Collins and Manfred van Dulmen
3. Aggression and insecurity in late adolescent romantic relationships: antecedents and developmental pathways Gregory S. Pettit, John E. Bates, Amy Holtzworth-Munroe, Amy D. Marshall, Lori D. Harach, David J. Cleary and Kenneth A. Dodge
4. Middle childhood family-contextual and personal factors as predictors of adult outcomes L. Rowell Huesmann, Eric F. Dubow, Leonard D. Eron and Paul Boxer
5. Genetic and environmental influences on continuity and change in reading achievement in the Colorado Adoption Project Sally J. Wadsworth, Robin Corley, Robert Plomin, John K. Hewitt and John C. DeFries
6. Reciprocal effects of mothers' depression and children's problem behaviors from middle childhood to early adolescence Sara R. Jaffee and Richie Poulton
7. Middle childhood life course trajectories: links between family dysfunction and children's behavioral development Linda S. Pagani, Christa Japel, Alain Girard, Abdeljelil Farhat, Sylvana Côté and Richard E. Tremblay
8. The contribution of middle childhood contexts to adolescent achievement and behavior Katherine Magnuson, Greg J. Duncan and Ariel Kalil
9. Educational tracking within and between schools: from first grade through middle school and beyond Doris R. Entwisle, Karl L. Alexander and Linda Steffel Olson
10. School environments and the diverging pathways of students living in poverty Penny Hauser-Cram, Marji Erickson Warfield, Jennifer Stadler and Selcuk R. Sirin
11. The relations of classroom contexts in the early elementary years to children's classroom and social behavior NICHD Early Child Care Research Network
12. Out-of-school time use during middle childhood in a low-income sample: do combinations of activities affect achievement and behavior? Pamela Morris and Ariel Kalil
13. Low-income children's activity participation as a predictor of psychosocial and academic outcomes in middle childhood and adolescence Marika N. Ripke, Aletha C. Huston and David M. Casey
14. Healthy mind, healthy habits: the influence of activity involvement in middle childhood Sandra D. Simpkins, Jennifer A. Fredricks, Pamela E. Davis-Kean and Jacquelynne S. Eccles
15. Media effects in middle childhood L. Rowell Huesmann and Laramie D. Taylor
16. Continuity and discontinuity in middle childhood: implications for adult outcomes in the UK 1970 birth cohort Leon Feinstein and John Bynner
17. Mandatory welfare-to-work programs and preschool-age children: do impacts persist into middle childhood? Sharon M. McGroder, Martha J. Zaslow, Kristin A. Moore and Jennifer L. Brooks
18. Effects of welfare and employment policies on middle-childhood school performance: do they vary by race/ethnicity, and if so, why? Hirokazu Yoshikawa, Pamela Morris, Lisa Gennetian, Amanda L. Roy, Anna Gassman-Pines and Erin B. Godfrey
19. Effects of a family poverty intervention program lasting from middle childhood to adolescence Aletha C. Huston, Sylvia R. Epps, Mi Suk Shim, Greg J. Duncan, Danielle A. Crosby and Marika N. Ripke
20. Experiences in middle childhood and children's development: a summary and integration of research Aletha C. Huston and Marika N. Ripke.

Subject Areas: Educational psychology [JNC], Child & developmental psychology [JMC], Age groups: children [JFSP1]