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Cited by 73Early Childhood Education and DevelopmentPsychology of Development and EducationSchool Choice and Performance

Children at School

Crosnoe, Robert, Benner, Aprile D.·2015·Handbook of Child Psychology and Developmental Science
DOI 10.1002/9781118963418.childpsy407
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Abstract

In schools, children develop the human capital that they will need for socioeconomic attainment, participate in ongoing interactions with adults and other children that will shape their future social and emotional development, and are socialized into the prevailing norms and values of their communities, cultures, and the larger society. As such, schools are an important piece of the developmental ecology, one that is also a major focus of policy, practice, and intervention. This chapter, therefore, explores the significance of schools in child development. It begins with a discussion of key themes in developmental research on schooling, including the place of schools in major theories, the developmental effects of schooling, and the links between schooling and inequality. Next, it explains how schools are societal institutions, structurally organized to facilitate tangible cognitive, academic, and vocational skills among children and to grant key academic credentials. This discussion is followed by a description of schools as developmental contexts, interpersonally organized to shape human interaction and socialization and to influence social and emotional development. These two sides of schooling are brought together in the final section of the chapter, which discusses how schools can be viewed more holistically using several specific examples of controversy in educational policy, such as desegregation and high‐stakes testing. Throughout the chapter, we discuss future direct…

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Crossref · 10.1002/9781118963418.childpsy407

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  • Culturally responsive approaches support learning by reducing educators' likelihood of overestimating students' prior knowledge or familiarity with context-specific, culturally embedded schemas.

    “At the same time, culturally responsive approaches support learning by reducing educators' likelihood of overestimating students' prior knowledge or familiarity with context-specific, culturally embedded schemas (Crosnoe & Benner, 2015;C. D. Lee, 2010;Murry et al., 2015).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Crosnoe & Benner, 2015

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Authors
Crosnoe, R., & Benner, A. D.
Affiliations
The University of Texas at Austin (US)
ORCID
Venue
Handbook of Child Psychology and Developmental Science
Publisher
Wiley
Published
2015-03-23
Pages
1-37
DOI
10.1002/9781118963418.childpsy407
OpenAlex
W1559365357
Cited by
73
References
19
Citations by year
2026: 2 · 2025: 4 · 2024: 12 · 2023: 3 · 2022: 3 · 2021: 10 · 2020: 10 · 2019: 8 · 2018: 10 · 2017: 8 · 2016: 1 · 2015: 1 · 2013: 1
Type
other
Language
en
Open access
closed
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
  • Social Sciences › Education › School Choice and Performance
Keywords
school education, child development, developmental ecology, socialization, social-emotional development, socioeconomic attainment, educational inequality, academic qualifications, education policy, desegregation, high-stakes testing, research-practice translation

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