Peter Blatchford is Professor of Psychology and Education at the UCL Institute of Education, UK. Anthony D. Pellegrini is Emeritus Professor at the University of Minnesota, USA.Ed Baines is Senior Lecturer in Psychology and Education at the UCL Institute of Education, UK.

‘Schools are amongst the most significant contexts in which children develop, and children’s prior development influences how they respond to schools. The over-arching aim of The Child at School is to underline this inter-dependency and to challenge the widespread belief that education and development can be treated separately. It succeeds triumphantly, providing a compendium of up-to-date research on topics as varied as play, bullying, gender, ability grouping, and class size. No comparable volume comes close to matching in breadth of vision.’ – Christine Howe, Faculty of Education, University of Cambridge, UK'Researchers in educational and developmental psychology examine children's social interactions and relationships with each other, their teachers, and school staff, emphasizing that peer interactions are just as important as teacher-child interactions. [...] The book is for students in child development and educational psychology, and for classroom teachers, clinical psychologists, and policy makers. This second edition reflects the latest research.' - Eithne O'Leyne, ProtoVIEW

• 1. An Introduction to The Child at School 2. Children’s social competence and peer relations 3. Pupil friendships in school 4. Children’s Play 5. Breaktime/Recess in school 6. Aggression in school: the specific case of bullies and victims 7. Peer Relations and School Learning 8. Classroom environments 9. Adult-pupil Interactions in the classroom 10. Teacher expectations 11. Differences in classroom interaction in relation to gender 12. A concluding note

Peter Blatchford is Professor of Psychology and Education at the UCL Institute of Education, UK. Anthony D. Pellegrini is Emeritus Professor at the University of Minnesota, USA.Ed Baines is Senior Lecturer in Psychology and Education at the UCL Institute of Education, UK.

‘Schools are amongst the most significant contexts in which children develop, and children’s prior development influences how they respond to schools. The over-arching aim of The Child at School is to underline this inter-dependency and to challenge the widespread belief that education and development can be treated separately. It succeeds triumphantly, providing a compendium of up-to-date research on topics as varied as play, bullying, gender, ability grouping, and class size. No comparable volume comes close to matching in breadth of vision.’ – Christine Howe, Faculty of Education, University of Cambridge, UK'Researchers in educational and developmental psychology examine children's social interactions and relationships with each other, their teachers, and school staff, emphasizing that peer interactions are just as important as teacher-child interactions. [...] The book is for students in child development and educational psychology, and for classroom teachers, clinical psychologists, and policy makers. This second edition reflects the latest research.' - Eithne O'Leyne, ProtoVIEW

• 1. An Introduction to The Child at School 2. Children’s social competence and peer relations 3. Pupil friendships in school 4. Children’s Play 5. Breaktime/Recess in school 6. Aggression in school: the specific case of bullies and victims 7. Peer Relations and School Learning 8. Classroom environments 9. Adult-pupil Interactions in the classroom 10. Teacher expectations 11. Differences in classroom interaction in relation to gender 12. A concluding note

Peter Blatchford is Professor of Psychology and Education at the UCL Institute of Education, UK. Anthony D. Pellegrini is Emeritus Professor at the University of Minnesota, USA.Ed Baines is Senior Lecturer in Psychology and Education at the UCL Institute of Education, UK.

‘Schools are amongst the most significant contexts in which children develop, and children’s prior development influences how they respond to schools. The over-arching aim of The Child at School is to underline this inter-dependency and to challenge the widespread belief that education and development can be treated separately. It succeeds triumphantly, providing a compendium of up-to-date research on topics as varied as play, bullying, gender, ability grouping, and class size. No comparable volume comes close to matching in breadth of vision.’ – Christine Howe, Faculty of Education, University of Cambridge, UK'Researchers in educational and developmental psychology examine children's social interactions and relationships with each other, their teachers, and school staff, emphasizing that peer interactions are just as important as teacher-child interactions. [...] The book is for students in child development and educational psychology, and for classroom teachers, clinical psychologists, and policy makers. This second edition reflects the latest research.' - Eithne O'Leyne, ProtoVIEW

• 1. An Introduction to The Child at School 2. Children’s social competence and peer relations 3. Pupil friendships in school 4. Children’s Play 5. Breaktime/Recess in school 6. Aggression in school: the specific case of bullies and victims 7. Peer Relations and School Learning 8. Classroom environments 9. Adult-pupil Interactions in the classroom 10. Teacher expectations 11. Differences in classroom interaction in relation to gender 12. A concluding note