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Developmental > peers and friendships > Flashcards

peers and friendships Flashcards

1
Q

how does peer sociability develop

A

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

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2
Q

describe Parten 1932 the role of play

A

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

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3
Q

define solitary play

A

most frequent in 3-4 year olds

less social and more on own

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4
Q

what is solitary play thought to be linked to

A

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

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5
Q

define wandering and repetition

A

hovering around peers
not interaction
often related to high social anxiety/fear

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6
Q

describe the importance of school in peer sociability

A

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

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7
Q

desscribe dodge coie and lynam 2006 and middle childhood peer sociability

A

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

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8
Q

How can school friendships influence children’s behaviours

A

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

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9
Q

define direct parental factors on the influence of peer sociability

A

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

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10
Q

define indirect parental factors on the influence of peer sociability

A

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

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11
Q

how can mixing with children of the same age be beneficial

A

challenge eachother

promote cog, social and moral development

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12
Q

how can mixing with older children be beneficial

A

older peers model and encourage advanced skills

modify behaviour to fit less advanced child

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13
Q

why might mixing with older children not be as good

A

older child isnt challenged - gets bored, prefer same age

may be too advanced for child

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14
Q

how does indias culture influence peer relations

A

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

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15
Q

how does china’s culture influence peer relations

A

chen et al 2006
moor likely to include quieter and reserved children in play
shyness seen as positive and reflects this attitude

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16
Q

how does korea’s culture influence peer relations

A

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

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17
Q

what are friendships

A

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

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18
Q

describe asher and parker 1996 importance of friendships

A 
have faster development for social competence
ego support
emotional security in novel situations
intimate and affectionate
guiding and assisting
reliable alliance
companionship
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19
Q

what are the concepts of friendship

A

playmate 4-7yrs
mututal trust and assistance 8-10yrs
loyalty and understanding 11+yrs

20
Q

define playmate period

A

child understands friends are unique from others
play together and share
not necessarily long term

21
Q

define mutual trust and assistance period

A

friends help and support

kindness and helpfulness valued

22
Q

define loyalty and understanding period

A

psychological closeness
share and understand values/beliefs
disputes occur but often remain friends

23
Q

what are girls friendships most often like

A

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

24
Q

what are boys friendship often like

A

gather for acitivties
higher physical aggression and rough and tumble playu
discuss achievements/conflicts
resolve by minimising importance

25
Q

define peer acceptance

A

the extent that children are liked and accepted by their peres
one sided perspective of a groups view on an individual

26
Q

how is peer acceptance measured

A

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

27
Q

what are the categories of peer accepance

A 
coie, dodge and coppotelli 1982
popular
rejected
controversial
neglected/isolated
28
Q

define popular children

A

well liked by maority

29
Q

define rejected children

A

disliked, aggressive/antisocial

30
Q

define controversial children

A

pos and neg views

31
Q

define neglected/isolated children

A

rarely mentioned, quieter

32
Q

describe popular children

A

tend to perform better in school
greater social competence - can adapt behaviour to fit with groups
conmunicate friendly and can reduce conflict

33
Q

describe antisocial children

A

often athletic but poor academic and cause touble/defy authority
more relationally aggressive, ignore and demean others

34
Q

describe rejected children

A

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

35
Q

describe boneree watling and capui 2011 study into rejected children

A

longditudinal study following children from 5yrs

rejection can impact understanding of faux pas (embarassing social situations) - make more sensitive

36
Q

describe contriversial children

A 
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
37
Q

describe neglected children

A

low interaction with peers
shy
well adusted, good social skills and happy
coop when want to and often a temporary phase

38
Q

how can interventions be used to help rejected children

A

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

39
Q

how many children are bullies

A

10-20% nansel et al 2001

40
Q

how many children are bullied

A

15-30% nansel et al 2001

41
Q

how many children are both bullies and bullied

A

4-6% nansel et al 2001

42
Q

what kind of bullying is direct

A

physical/verbal

43
Q

what kind of bullying is relational

A

emotional, personal

44
Q

bond et al 2001 bullying and adolescnece

A

vicitmisation linked to emotional prob in adolescence

45
Q

why is it thought that children are bullied

A

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

Developmental (17 decks)

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