Martin Woodhead, Paul Light, Ronnie Carr

• Part One Concepts of childhood, concepts of parenthood; Chapter 1 Revolution in parenthood, Robert A. Levine, Merry I. White; Chapter 2 The American child and other cultural inventions, William Kessen; Chapter 3 Psychology and the cultural construction of ‘children's needs’, Martin Woodhead; Part two Frameworks for child care; Chapter 4 Working mothers and the care of young children, Barbara Tizard; Chapter 5 Infant day care: maligned or malignant?, K. Alison Clarke-Stewart; Chapter 6 The role of social networks in the care of young children, Malcolm Hill; Chapter 7 Coping with family transitions: winners, losers and survivors, E. Mavis Hetherington; Part three Expectations in early education; Chapter 8 The relationship of temperament to adjustment in British infant schools, Helen Altman Klein, Jeanne H. Ballantine; Chapter 9 The ability of young children to rank themselves for academic ability, Tony Crocker, Rosemary Cheeseman; Chapter 10 Early admission: early labelling, Colin Rogers; Chapter 11 Transactional models of early education effectiveness: what is the message for policy?, Martin Woodhead; Part four Pupil perspectives on classrooms and playgrounds; Chapter 12 Teachers: a child's eye view, Jacqueline Goodnow, Ailsa Burns; Chapter 13 Playground games and playtime: the children's view, Peter Blatchford, Rosemary Creeser, Ann Mooney; Chapter 14 Friends and fights, Bronwyn Davies; Part five Gender, ‘race’ and the experience of schooling; Chapter 15 Sex roles in the primary classroom, Paul Croll, Diana Moses; Chapter 16 Demolishing ‘The House that Jack Built’: anti-sexist initiatives in the primary school, Christine Skelton; Chapter 17 Pupils, ‘race’ and education in primary schools, Peter Woods, Elizabeth Grugeon; Chapter 18 Children's grasp of controversial issues, Geoffrey Short;

Martin Woodhead, Paul Light, Ronnie Carr

• Part One Concepts of childhood, concepts of parenthood; Chapter 1 Revolution in parenthood, Robert A. Levine, Merry I. White; Chapter 2 The American child and other cultural inventions, William Kessen; Chapter 3 Psychology and the cultural construction of ‘children's needs’, Martin Woodhead; Part two Frameworks for child care; Chapter 4 Working mothers and the care of young children, Barbara Tizard; Chapter 5 Infant day care: maligned or malignant?, K. Alison Clarke-Stewart; Chapter 6 The role of social networks in the care of young children, Malcolm Hill; Chapter 7 Coping with family transitions: winners, losers and survivors, E. Mavis Hetherington; Part three Expectations in early education; Chapter 8 The relationship of temperament to adjustment in British infant schools, Helen Altman Klein, Jeanne H. Ballantine; Chapter 9 The ability of young children to rank themselves for academic ability, Tony Crocker, Rosemary Cheeseman; Chapter 10 Early admission: early labelling, Colin Rogers; Chapter 11 Transactional models of early education effectiveness: what is the message for policy?, Martin Woodhead; Part four Pupil perspectives on classrooms and playgrounds; Chapter 12 Teachers: a child's eye view, Jacqueline Goodnow, Ailsa Burns; Chapter 13 Playground games and playtime: the children's view, Peter Blatchford, Rosemary Creeser, Ann Mooney; Chapter 14 Friends and fights, Bronwyn Davies; Part five Gender, ‘race’ and the experience of schooling; Chapter 15 Sex roles in the primary classroom, Paul Croll, Diana Moses; Chapter 16 Demolishing ‘The House that Jack Built’: anti-sexist initiatives in the primary school, Christine Skelton; Chapter 17 Pupils, ‘race’ and education in primary schools, Peter Woods, Elizabeth Grugeon; Chapter 18 Children's grasp of controversial issues, Geoffrey Short;

Martin Woodhead, Paul Light, Ronnie Carr

• Part One Concepts of childhood, concepts of parenthood; Chapter 1 Revolution in parenthood, Robert A. Levine, Merry I. White; Chapter 2 The American child and other cultural inventions, William Kessen; Chapter 3 Psychology and the cultural construction of ‘children's needs’, Martin Woodhead; Part two Frameworks for child care; Chapter 4 Working mothers and the care of young children, Barbara Tizard; Chapter 5 Infant day care: maligned or malignant?, K. Alison Clarke-Stewart; Chapter 6 The role of social networks in the care of young children, Malcolm Hill; Chapter 7 Coping with family transitions: winners, losers and survivors, E. Mavis Hetherington; Part three Expectations in early education; Chapter 8 The relationship of temperament to adjustment in British infant schools, Helen Altman Klein, Jeanne H. Ballantine; Chapter 9 The ability of young children to rank themselves for academic ability, Tony Crocker, Rosemary Cheeseman; Chapter 10 Early admission: early labelling, Colin Rogers; Chapter 11 Transactional models of early education effectiveness: what is the message for policy?, Martin Woodhead; Part four Pupil perspectives on classrooms and playgrounds; Chapter 12 Teachers: a child's eye view, Jacqueline Goodnow, Ailsa Burns; Chapter 13 Playground games and playtime: the children's view, Peter Blatchford, Rosemary Creeser, Ann Mooney; Chapter 14 Friends and fights, Bronwyn Davies; Part five Gender, ‘race’ and the experience of schooling; Chapter 15 Sex roles in the primary classroom, Paul Croll, Diana Moses; Chapter 16 Demolishing ‘The House that Jack Built’: anti-sexist initiatives in the primary school, Christine Skelton; Chapter 17 Pupils, ‘race’ and education in primary schools, Peter Woods, Elizabeth Grugeon; Chapter 18 Children's grasp of controversial issues, Geoffrey Short;