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In Breaktime, Ditto challenges Morgan to prove that literature is crap and triggers off a chain of events to alter his outlook of life forever. Ditto faces a series of charges from Morgan against literature: that all fiction is Done. Finished. Dead; a sham and a pretence. He undertakes faithfully to record a life in the week of Ditto - with all the chaos of reality thrown in - and his literary creation reveals more about himself than he originally bargained for. In Dance on My Grave, life in his seaside town is uneventful for Hal Robinson, nothing unusual, exciting or odd ever happens to him - until now that is. Until the summer of his 16th birthday when he reaches a crossroads of choices in life. He foolishly takes a friend's boat for a day's sailing, gets into difficulty and is rescued by Barry Gorman. Their ensuing relationship results in a tumultous summer for Hal as he experiences the intense emotions of his first teenage love. A major new movie - 'Summer of 85' - based on Dance on My Grave, by groundbreaking French director Francois Ozon, was released in October 2020 to much acclaim. 'Deftly captures the thrill of first love' - NME 'A sweet gay romance that gradually morphs into something more suspenseful and macabre' - Daily Telegraph 'A film that will take you back to your first summer love' - The Gay UK
Offers a highly accessible account of the latest research into children's play and behaviour. Staff in primary and secondary schools, governors and advisers will all find the book essential reading.
Are 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?
Breaktime in the school is a period when pupils learn social skills they will need in the world outside. But it can also be an occasion for aggression, harassment and bullying. Breaktime and the School gives an accessible account of the latest research into children's play and behaviour. The contributors show how an understanding of the area can inform practical action in designing an environment which encourages positive behaviour, in effective management and supervision, and in involving the children themselves in decision-making and conflict resolution. Staff in primary and secondary schools, school governors deciding on budget allocations, as well as local education authority advisers will find the book essential reading.
This book explores children's social relationships in and out of the classroom. Chapters focus on the growing importance of children's friendships and how these influence social participation and development later on in life. Issues such as peer rejection, bullying and adolescent development are analysed from both psychological and sociological perspectives. The book concludes with a re-examination of cultural concepts of childhood, child development and the nature of children's autonomy.
What is the nature of children’s social life in school? How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school? This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions. In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience. They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. The book includes a number of important topics, including: The significance of peer-friendships at school The nature and importance of play and break-times Aggression and bullying at school Peer relations and learning at school The classroom environment and teacher-pupil interaction The influence of gender in how children learn at school. Advantages and disadvantages of different methodological approaches for studying children in school settings Policy implications of current research findings. The Child at School will be essential reading for all students of child development and educational psychology. It will also be an invaluable source for both trainee and practicing teachers and teaching assistants, as well as clinical psychologists and policy makers in this area.