Peer groups Flashcards
what is a peer?
someone of equal standing of another. Develop a peer culture(read up on this)
How are peer and adult relationships different?
Adult-child relationships are vertical/asymmetrical relationships so you see one person has greater knowledge and social power over the other. Providing protection and security
whereas in peer relationships it is horizontal/symmetrical so both parties have equal amounts of social power. Can elaborate on skills as you are with similar people
Peer relationships in the early years-
First 2 years= show clear interest in other children displaying gases gestures and smiles. Respond to other infants play (LEWIS 1975)
Interactions develop and become longer and more patterned leading to mutual imitation
children then begin to show more interest in some peers
see changes in behaviour when an infant is excluded- showing they want to be involved (TREMBLY-LEAVEU AND NADEL 1996)
changes in peer relationships with age-
increased interactions due to environment (preschool)
group play increases (smith 1978)
groups become larger (eiferman 1970)
segregated by sex (more prevalent in around 6 yrs)
gender differences in group size and activities - boys = larger groups more active activities
start to see changes in dynamics and cliques to more integrated sex groups as children get older.
What is sociometry
measuring a childs social standings; their positions and status within the peer group
How do we measure this? watching behaviour, interviews with kids and or teachers
What is a sociogram
Visual diagram of social status
shows quality of relationships- how liked or disliked they are
sociometric social types COI , DODGE , COPPOTELI
POPULAR- high liked most low liked least= leaders, cooperative, friendly, sensitive
CONTROVERSIAL- high on liked most high on liked least= lead, aggression, funny, disruptive
NEGLECTED- low on liked most low on liked least= lack of leader, avoid aggression, not noticed
REJECTED- low on liked most high on liked least= aggressive, delinquent, isolated, timid
AVERAGE
Influences to peer relationships
research
peer status/ social type of rejected
Dodge et al found differences in play behaviours- less time cooperating more time fighting
2 types of rejection- rejected-aggressive
rejected-submissive(shy)
long term ‘rejected’ children who were sociometrical stable meaning they stayed ‘rejected’
Escaping from ‘rejected’ status
peer rejection leads to amplified rejection behaviours so you need social support and help coping.
other factors- group norms, social visibility, in-school activities (STANDSTORM AND COIE 1999)- child’s perception of social status was very important- parental monitoring is also very important
Why are peers important
developing social, emotional, cognitive skills- shaping language, values and beliefs, emotional regulation, and psycho-social functioning
peer status is very important with psycho-social outcomes e.g. mental health and academic performance
Evidence of early peer relationships
LEWIS et al 1975- 12-18 months in a playgroup who they had not met before- infants spent most time looking at the other infants
Muella and Brenner 1977- interactions at a young age tend to be brief, infrequent, and tend to involve just looking at the other infant
sociometric social types -research
Dodge et al 1983 looked at how 5 year olds attempted to join into play.
The popular status watched and waited and then joined in by making group orientated statements.
neglected children tended to stay and watch
rejected children took disruptive actions e.g. interrupting
Ladd 1983- rejected children spent least time in social and cooperative play and more time arguing and fighting.
Wentzel and Asher 1995- rejected children did poorly in schoolwork. Neglected children did well and were liked by teachers. but this was rejected agressive children. rejected submissive children tended not to have these issues
Pelligrini- rejected children often ‘cheated’ in play fighting.
Helping those as ‘rejected’ - dodge et al 1986 (5 step model) and Ladd
rejected children seem to be lacking in social skills. Dodge said social skills of peer enteraction may be helped with a 5 step model. Child A to B (A is the rejected child)
- Encode the incoming information - perceive what child B is doing.
- Interpret this information.
- Search for appropriate responses.
- Evaluate these responses and select the best.
- Enact that response.
aggressive children have been found to misinterpret the other childs behaviour and readily select aggressive responses (Crick and Dodge 1994 review of the 5 step model)
Ladd et al (2002) has had success in training rejected children in their social skills- training in sharing, negotiating, being non assertive and aggressive.
Escaping from Rejected status- sandstorm and coi 1999
looked at factors of a child escaping rejected status over 2 years. These factors included childs own perception of thier social status,
joining in extracurricular activities,
internal locus of control (people who believe they are responsible for their own failures and success),
and high parental monitoring.
