Social Life in School: Pupils' experiences of breaktime and recess from 7 to 16Are 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? |
Contents
| 1 | |
A Review and Description of Research Approach | 11 |
Chapter 3 Pupils Views on Breaktime at 7 11 and 16 Years | 26 |
Chapter 4 Changes in Breaktime Activities from 7 to 16 Years | 41 |
Changes over the School Year | 58 |
Chapter 6 Friendship Formation after Entry to Junior School | 73 |
Chapter 7 The Experience of Friendship at Breaktime at 16 Years | 91 |
Chapter 8 Pupils Views on Teasing and Name Calling at 7 11 and 16 Years | 110 |
Chapter 9 Fighting in School | 136 |
Chapter 10 Conclusion | 158 |
| 177 | |
| 184 | |
Other editions - View all
Social Life in School: Pupils' Experience of Breaktime and Recess from 7 to ... Peter Blatchford No preview available - 1998 |
Common terms and phrases
accounts adults affected aggressive allowed answers appeared asked basis behaviour best friends Blatchford boys boys and girls break breaktime activities bullying cause cent changes classroom common concerning considered context culture described difficulties don’t entry ethnic groups examined example experiences expressed extent face factors feel felt fights football friendship groups girls given hang important indicated individual influence interest interview involved last chapter less look mixed name calling nature negative older opportunities particular peer peer relations person physical play playground popular positive possible primary school pupils questions racist reason relations role secondary school seemed seen sense separate setting showed social someone sometimes staff started suggested taken talk teachers teasing things understanding