Titlebook: Biosocial Interplay During Elementary School; Pathways Toward Mala Pol A.C. van Lier,Kirby Deater-Deckard Book 2022 Springer Nature Switzer

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Adults’ Understanding of Electricityof school settings. In this closing commentary, after briefly summarizing key points, we offer three recommendations for future research that are informed by and build upon the gaps and needs for future research highlighted by the volume authors.

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The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesizedn, may be altered by life experiences and could jeopardize later development, a concept referred to as biological embedding. We conclude by outlining key methodological, biological, and statistical limitations constraining the generalization of emerging findings investigating epigenetic mechanisms in peer relationships research.

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Prologue: Introduction,th concurrent and subsequent neurobiological changes that may help explain the development of behavioral, emotional, and academic problems. Decades of research have shown the detrimental effects of such negative social experiences at school. The volume begins with several chapters providing overview

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Elementary School Social Experiences with Peers and Teachers: Manifestation and Development,f their lives (i.e., “elementary school” years), young children spend a considerable number of hours each day in the presence of classroom peers, guided by teachers. This chapter focuses on these two important socializing agents of influence on children’s normative social and academic development, a

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,How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development,h peers and teachers contribute to their socioemotional development and academic achievement, for better or for worse. In this chapter, we examined relationships with peers and teachers and their contribution to elementary school children’s (mal)adaptive developmental outcomes. We focused on two typ

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School Social Relations and Child Development: Gene-Environment Interplay,s today is that genetic and environmental factors interact and reciprocally influence each other through gene-environment interplay. Most of the prior research has focused on genetic factors working together with family-related factors (e.g., socioeconomic status, parenting) or stressful life events

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The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesizedated in prior literature and theory as a contributor to children’s behavioral and emotional problems, through stress-related pathways and mechanisms. However, little is known about the underlying molecular mechanisms that may account for these effects. In this chapter, we first briefly examine how t