peers and friendships Flashcards
how does peer sociability develop
in first 6m babies babble and smile
1-2yrs have mutual imitation, shared games but with minimum verbal interaction
2+yrs language initiates reciprocal play and show positive engagement with other individual
describe Parten 1932 the role of play
begin play as non social activity
begin parallel play - play seperately but mimic eachother
leads to -
associative play - uncoord activity but play directly with others
or
coop play - orient towards common goal and interested/sychronise with other person
define solitary play
most frequent in 3-4 year olds
less social and more on own
what is solitary play thought to be linked to
social anxiousness and immaturity
more common in young children and appears to decline with age
BUT
can be constructive and often only concerning if involves wondering or repetition
define wandering and repetition
hovering around peers
not interaction
often related to high social anxiety/fear
describe the importance of school in peer sociability
important for peer interaction
develop emotional and social skills
diverseness of peers allows for the development of multiple viewpoints and better interpretation of emotions/intention via dialogue
desscribe dodge coie and lynam 2006 and middle childhood peer sociability
boys more physical play and aggression
generally more rough and tumble play - thought to be assessing the strength of another to determine dominance via a safe context
How can school friendships influence children’s behaviours
when made in school they seem to be more salient to the child
will take more perspectives and be kinder/more helpful
ie offer to help rather than help no matter what
define direct parental factors on the influence of peer sociability
in childhod, parents help to establish peer relations by arraging play activities, encouraging good hosting skills, and encouraging children to think of others
in adolescence, parents are more focused on fixing peer relations than helping form
define indirect parental factors on the influence of peer sociability
via child rearing practiced ie inductive discipline (pos rienforcement, explaining rules), act as foundation for competence of others
physical punishment tends to lead to poor social skills
attachment to parents are important - secure more likely to have responsive harmonious attachments when older
how can mixing with children of the same age be beneficial
challenge eachother
promote cog, social and moral development
how can mixing with older children be beneficial
older peers model and encourage advanced skills
modify behaviour to fit less advanced child
why might mixing with older children not be as good
older child isnt challenged - gets bored, prefer same age
may be too advanced for child
how does indias culture influence peer relations
roopnarine et al 1994
play in large groups
imitative behaviours and physical contact
ie bhatto bhatto involves what you buy on the trip to market
how does china’s culture influence peer relations
chen et al 2006
moor likely to include quieter and reserved children in play
shyness seen as positive and reflects this attitude
how does korea’s culture influence peer relations
forver kim and lee 1995
korean-american parents value task persistence
encourage parallel unoccupied play
caucasian american parents value make believe and involving sociodramatic play
what are friendships
children form specific reciprocal relationships with certain children over others - prefer play with them
haves 2009 - selective familiar peers have more complex interactions and express more positive emotions
describe asher and parker 1996 importance of friendships
have faster development for social competence ego support emotional security in novel situations intimate and affectionate guiding and assisting reliable alliance companionship
what are the concepts of friendship
playmate 4-7yrs
mututal trust and assistance 8-10yrs
loyalty and understanding 11+yrs
define playmate period
child understands friends are unique from others
play together and share
not necessarily long term
define mutual trust and assistance period
friends help and support
kindness and helpfulness valued
define loyalty and understanding period
psychological closeness
share and understand values/beliefs
disputes occur but often remain friends
what are girls friendships most often like
more self disclosure and discuss feelings
more communication - talk about problems
markaults et al 2001 - more emotional closeness
BUT
crick and gratpeter 1995 - higher levels of relational agression ie share sensitive info with others
therefore often shorter in durations
talk about problems can lead to greater anxiety, depression
what are boys friendship often like
gather for acitivties
higher physical aggression and rough and tumble playu
discuss achievements/conflicts
resolve by minimising importance
define peer acceptance
the extent that children are liked and accepted by their peres
one sided perspective of a groups view on an individual
how is peer acceptance measured
self reports - measuring social preference of classmate
social prominence - judgement of peers that most classmates admire
prinstein and cillessen 2013 - moderate correspondance between peers looked up to and personal preference
what are the categories of peer accepance
coie, dodge and coppotelli 1982 popular rejected controversial neglected/isolated
define popular children
well liked by maority
define rejected children
disliked, aggressive/antisocial
define controversial children
pos and neg views
define neglected/isolated children
rarely mentioned, quieter
describe popular children
tend to perform better in school
greater social competence - can adapt behaviour to fit with groups
conmunicate friendly and can reduce conflict
describe antisocial children
often athletic but poor academic and cause touble/defy authority
more relationally aggressive, ignore and demean others
describe rejected children
aggressive - high conflict, both physical and relational. Hyperactive, inatentive, impulsive
poor social skills and poor empathy
Withdrawn - passive and socially awkward, fear being scorned or attacked
describe boneree watling and capui 2011 study into rejected children
longditudinal study following children from 5yrs
rejection can impact understanding of faux pas (embarassing social situations) - make more sensitive
describe contriversial children
blend of positive and negative social behaviours hostile and disruptive can engage in prosocial acts more dominant, have many friends can be involved in relational bullying
describe neglected children
low interaction with peers
shy
well adusted, good social skills and happy
coop when want to and often a temporary phase
how can interventions be used to help rejected children
social skills training - reinforce positive skills and learn how to coop and respond to others in a friendly manner
lochman et al 1993 - long study found interventions influenced aggressiveness or if withdrawn
how many children are bullies
10-20% nansel et al 2001
how many children are bullied
15-30% nansel et al 2001
how many children are both bullies and bullied
4-6% nansel et al 2001
what kind of bullying is direct
physical/verbal
what kind of bullying is relational
emotional, personal
bond et al 2001 bullying and adolescnece
vicitmisation linked to emotional prob in adolescence
why is it thought that children are bullied
may be modelling learnt behaviour, parents over protective with resistant attachment
may have an inhibited personality, small no of friends and give into demands
more dominant/feel more powerful than other - victim may seem more weaker/frail
when direct - tends to have behaviour problems
could be aggressive and provoke abuse
