Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood

doi:10.1017/CBO9780511499760

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.

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

Frontmatter
pp i-vi
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Contents
pp vii-x
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Contributors
pp xi-xvi
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Foreword
pp xvii-xx
- By Robert C. Granger
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Acknowledgments
pp xxi-xxii
- By Aletha C. Huston, Priscilla Pond Flawn Regents Professor of Child Development, University of Texas at Austin, Marika N. Ripke, Director of Hawaii Kids Count and an affiliate faculty member of the Center on the Family, University of Hawaii at Manoa
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1 - Middle Childhood: Contexts of Development
pp 1-22
- By Aletha C. Huston, Priscilla Pond Flawn Regents Professor of Child Development for the Human Development and Family Sciences, University of Texas at Austin, Marika N. Ripke, Director of Hawaii Kids Count and Affiliate Faculty for the Center on the Family, University of Hawaii at Manoa
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2 - The Significance of Middle Childhood Peer Competence for Work and Relationships in Early Adulthood
pp 23-40
- By W. Andrew Collins, Professor at the Institute of Child Development, University of Minnesota, Manfred van Dulmen, Assistant Professor of Psychology, Kent State University
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3 - Aggression and Insecurity in Late Adolescent Romantic Relationships: Antecedents and Developmental Pathways
pp 41-61
- By Gregory S. Pettit, Human Sciences Professor in Human Development and Family Studies, Auburn University, John E. Bates, Professor of Psychology, Indiana University, Amy Holtzworth-Munroe, Professor in the Department of Psychology, Indiana University, Amy D. Marshall, Postdoctoral Fellow for the National Center for Post Traumatic Stress Disorder, Lori D. Harach, Assistant Professor in the Department of Human Ecology, University of Alberta, David J. Cleary, Graduate Student in the Department of Human Development and Family Studies, Auburn University, Kenneth A. Dodge, Director of the Center for Child and Family Policy, Duke University
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4 - Middle Childhood Family-Contextual and Personal Factors as Predictors of Adult Outcomes
pp 62-86
- By L. Rowell Huesmann, Professor of Communication Studies and Psychology and Senior Research Professor, Institute for Social Research, University of Michigan, Eric F. Dubow, Adjunct Faculty Associate in the Department of Psychology, Bowling Green State University, Leonard D. Eron, Adjunct Professor of Psychology, Institute for Social Research, University of Michigan, Paul Boxer, Assistant Professor of Psychology, University of New Orleans
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5 - Genetic and Environmental Influences on Continuity and Change in Reading Achievement in the Colorado Adoption Project
pp 87-106
- By Sally J. Wadsworth, Senior Research Associate at the Institute for Behavioral Genetics, University of Colorado at Boulder, Robin Corley, Senior Research Associate at the Institute for Behavioral Genetics, University of Colorado at Boulder, Robert Plomin, Professor and Deputy Director in Social, Genetic, and Developmental Psychiatry, Research Centre Institute of Psychiatry, King's College London, John K. Hewitt, Professor and Director of the Institute for Behavioral Genetics, University of Colorado at Boulder, John C. DeFries, Professor at the Institute for Behavioral Genetics, University of Colorado at Boulder
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6 - Reciprocal Effects of Mothers' Depression and Children's Problem Behaviors from Middle Childhood to Early Adolescence
pp 107-129
- By Sara R. Jaffee, Assistant Professor in the Department of Psychology, University of Pennsylvania, Richie Poulton, Director of Dunedin Multidisciplinary Health and Development Research Unit, Department of Preventive and Social Medicine, Dunedin School of Medicine, University of Otago
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7 - Middle Childhood Life Course Trajectories: Links Between Family Dysfunction and Children's Behavioral Development
pp 130-149
- By Linda S. Pagani, Professor at the School of Psycho-Education, University of Montreal, Christa Japel, Professor in the Department of Specialized Education and Training, University of Quebec at Montreal, Alain Girard, Statistician for the Research Unit on Children's Psycho-Social Maladjustment, University of Montreal, Abdeljelil Farhat, Statistician for the Center of Excellence in Early Childhood Development, University of Montreal, Sylvana Côté, Assistant Professor at the School of Psycho-Education, University of Montreal, Richard E. Tremblay, Research Chair in Child Development and Professor for the Departments of Psychology, Psychiatry, and Pediatrics, University of Montreal
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8 - The Contribution of Middle Childhood Contexts to Adolescent Achievement and Behavior
pp 150-172
- By Katherine Magnuson, Assistant Professor of Social Work, University of Wisconsin, Madison, Greg J. Duncan, Professor of Education and Social Policy, Institute for Policy Research, Northwestern University, Ariel Kalil, Associate Professor, Harris School of Public Policy Studies, University of Chicago
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9 - Educational Tracking Within and Between Schools: From First Grade Through Middle School and Beyond
pp 173-197
- By Doris R. Entwisle, Research Professor of Sociology, Johns Hopkins University, Karl L. Alexander, John Dewey Professor of Sociology, Johns Hopkins University, Linda Steffel Olson, Associate Research Scientist in the Department of Sociology, Johns Hopkins University
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10 - School Environments and the Diverging Pathways of Students Living in Poverty
pp 198-216
- By Penny Hauser-Cram, Professor, Lynch School of Education, Boston College, Marji Erickson Warfield, Social Scientist for the Heller School for Social Policy and Management, Brandeis University, Jennifer Stadler, Regional Director of the Citizen Schools, Boston, Selcuk R. Sirin, Assistant Professor of Applied Psychology, New York University
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11 - The Relations of Classroom Contexts in the Early Elementary Years to Children's Classroom and Social Behavior
pp 217-236
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12 - Out-of-School Time Use During Middle Childhood in a Low-Income Sample: Do Combinations of Activities Affect Achievement and Behavior?
pp 237-259
- By Pamela Morris, Deputy Director for the Policy Area on Family Well-Being and Children's Development, MDRC – Manpower Demonstration Research Corporation, Ariel Kalil, Associate Professor, Harris School of Public Policy Studies, University of Chicago
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13 - Low-Income Children's Activity Participation as a Predictor of Psychosocial and Academic Outcomes in Middle Childhood and Adolescence
pp 260-282
- By Marika N. Ripke, Director of Hawaii Kids Count and Affiliate Faculty for the Center on the Family, University of Hawaii at Manoa, Aletha C. Huston, Priscilla Pond Flawn Regents Professor of Child Development for the Human Development and Family Sciences, University of Texas at Austin, David M. Casey, Community and Policy Research Partnerships Coordinator in the International Collaborative Centre for the Study of Social and Physical Environments and Health, Faculty of Medicine, University of Calgary
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14 - Healthy Mind, Healthy Habits: The Influence of Activity Involvement in Middle Childhood
pp 283-302
- By Sandra D. Simpkins, Assistant Professor for the Department of Family and Human Development, Arizona State University, Jennifer A. Fredricks, Assistant Professor in Human Development, Connecticut College, Pamela E. Davis-Kean, Assistant Research Professor of the Institute for Social Research and the Institute for Research on Women and Gender, Jacquelynne S. Eccles, Wilbert McKeachie Collegiate Professor of Psychology, Women's Studies, and Education, University of Michigan
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15 - Media Effects in Middle Childhood
pp 303-326
- By L. Rowell Huesmann, Professor of Communication Studies and Psychology and Senior Research Professor, Institute for Social Research, University of Michigan, Laramie D. Taylor, Assistant Professor of Communication, University of California at Davis
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16 - Continuity and Discontinuity in Middle Childhood: Implications for Adult Outcomes in the UK 1970 Birth Cohort
pp 327-349
- By Leon Feinstein, Reader in the Economics of Education, Institute of Education, University of London, John Bynner, Professor of Social Sciences in Education, Centre for Longitudinal Studies, Bedford Group, Institute of Education, University of London
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17 - Mandatory Welfare-to-Work Programs and Preschool-Age Children: Do Impacts Persist into Middle Childhood?
pp 350-369
- By Sharon M. McGroder, Research Consultant and Senior Scientist, Lewin Group, Martha J. Zaslow, Director of Early Childhood Development Research for Child Trends, Kristin A. Moore, President and Senior Scholar, Child Trends, Jennifer L. Brooks, Senior Associate, Caliber Associates
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18 - Effects of Welfare and Employment Policies on Middle-Childhood School Performance: Do They Vary by Race/Ethnicity and, If So, Why?
pp 370-384
- By Hirokazu Yoshikawa, Associate Professor of Psychology and Public Policy, New York University, Pamela Morris, Deputy Director for the Policy Area on Family Well-Being and Children's Development, MDRC – Manpower Demonstration Research Corporation, Lisa Gennetian, Senior Research Associate, MDRC – Manpower Demonstration Research Corporation, Amanda L. Roy, Doctoral Student in the Department of Psychology, New York University, Anna Gassman-Pines, Doctoral Student in the Department of Psychology, New York University, Erin B. Godfrey, Doctoral Student in the Department of Psychology, New York University
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19 - Effects of a Family Poverty Intervention Program Last from Middle Childhood to Adolescence
pp 385-408
- By Aletha C. Huston, Priscilla Pond Flawn Regents Professor of Child Development for the Human Development and Family Sciences, University of Texas at Austin, Sylvia R. Epps, Doctoral Student in Human Development and Family Sciences, University of Texas at Austin, Mi Suk Shim, Social Science/Humanities Research Associate IV, University of Texas at Austin Division of Instructional Innovation and Assessment Measurement and Evaluation Center, Greg J. Duncan, Professor of Education and Social Policy, Institute for Policy Research, Northwestern University, Danielle A. Crosby, Postdoctoral Scholar, Center for Human Potential and Public Policy, University of Chicago, Marika N. Ripke, Director of Hawaii Kids Count and Affiliate Faculty for the Center on the Family, University of Hawaii at Manoa
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20 - Experiences in Middle Childhood and Children's Development: A Summary and Integration of Research
pp 409-434
- By Aletha C. Huston, Priscilla Pond Flawn Regents Professor of Child Development for the Human Development and Family Sciences, University of Texas at Austin, Marika N. Ripke, Director of Hawaii Kids Count and Affiliate Faculty for the Center on the Family, University of Hawaii at Manoa
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Author Index
pp 435-446
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Subject Index
pp 447-455
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Developmental Contexts in Middle Childhood

Bridges to Adolescence and Adulthood

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