Sibling & Peer Relationship Flashcards
Different types of siblings (Cicirelli, 95)
Full siblings. Half siblings. Step siblings. Adoptive siblings. Fictive siblings- non-family members who have been accepted into the family member as siblings based on desirability or custom rather than by legal or blood ties. Other forms in different cultures.
What makes a sibling relationship so unique? (Cicirelli, 95).
Relationship with sibling are longest lasting interpersonal relationship in one’s life. (U.S Bureau of the Census, 05)- true for even half/step/adopted.
Ascribed, rather than earned relationship.
Sibling relationship in childhood and adolescence are typically more intimate than in adulthood.
Relatively egalitarian.
Long shared history of shared and non-shared environment.
They shared 50% of the genes (for full siblings).
Characteristics of sibling relationships
Usually close enough in age/developmental stages (typically 2-3 years).
Slight power imbalance (depending on age difference).
Important social partners at home/family environment.
Role model, attachment figure (Stewart, 83).
Hostility and ambivalence (Eibl-Eibesfesldt, 89).
Sibling influence
Pretense play (Dunn, 04)- mothers vs. older siblings.
Object based (97%) vs role playing, verbal and non verbal actions (27% no object at all).
Teaching (Howe et al, 06).
Conflict and social comparison (starting young- 2 years).
Usually fighting over toys and other possessions.
Hostile sibling relationship- higher risk for depression, anxiety and aggression (Dunn et al, 91).
Children 3.5 -12 years age range started to negotiate and reach compromises about 50% of the time, and reach an agreeable win-loss outcome 20% of the time (Ross et al, 06).
Kids with siblings (especially older siblings) have better ToM capabilities (Howe et al, 98; McAlister & Peterson, 2013).
Only children
Delay in passing false-belief task (Lewis et al, 96).
- extended family members can have positive effect too.
Only children might do less well than children with siblings in social competencies (Kitzmann et al, 02)- there was no difference in intellectual/cognitive development (Falbo, 2012).
Social/cultural context matter tpp (Chen et al, 94).
Connector: family members have important influence on shaping child’s development, however children don’t stay home forever- come into contact with wider society.
What are peer relations?
Peers= another child of similar age, status or abilities.
Peer groups= children other than family members.
Demand high level of social skills and reciprocity.
Horizontal (between peers) vs. vertical relationships (unequal relationships between children and older people).
Influence development.
Siblings, even though can be close in age, are not considered as part of peer group.
When observing children playing, these interactions look natural but actually demand high levels of social skills and understanding.
Process of socialising with parents/adults and peer groups is very different.
How do peer relations change throughout lifespan?- infancy (0-2 yrs)
From an early age (12-18 months), infants show interest in other children (Lewis et al, 75).
Level of peer interaction is low and short because social skills have not been accomplished yet.
Secure attachment to the mother/caregiver, toddler groups or day nurseries encourage the development of peer skills.
Stay close to mother but are really interested and look at children of their age.
Under 2 yrs- have some abilities that help development of peer interaction (ie. imitation)- however interactions are short.
How do relations change?- preschool/early childhood (2-4 yrs)
Group activities (2 or 3 children playing together).
Increasing exposure and interaction with peers increase in social skills:
- cooperative and associative play.
- concrete operational thoughts.
Size of peer group increases (older pre-schoolers, early school years).
Early school years- social interaction normally in home/school/play groups.
- active or pretend play very common.
How do peer relations change?- middle school years (4-11/12 yrs)
More time in non-structures interactions with peers.
Activities become less organised, less supervised by adults and exist outside of school/home.
The size of peer groups increases (especially in boys).
Tendency to play with same sex partners.
Emerging structure of peer groups.
Games with rules.
Better understanding of social rules.
By end of first year of schooling children have tendency to ‘belong’ in a peer group- particularly apparent with gender behaviour and stereotypes.
How do relations change?- adolescence (11+ yrs)
More time with peers, independence from parents, more freedom outside school.
Peer pressure is the greatest during 14-15 years of age.
Peers serve as role models for acceptable behaviour.
Structure of peer groups changes (cliques)- early adolescence: small groups of peers organised around specific themes/activities. Often don’t interact with a lot of people outside the clique.
Their influence is considered as mutual whereas their parents influence is seen as unilateral.
Later adolescence:
Become members of larger crows- different cliques interact.
Peers can encourage fairness and cooperation but may also encourage aggression.
Peer pressure can be positive or negative.
Sexual relationships become important.
Romantic relationships begin to develop (starting early adolescence).
How do we measure peer relationships?
Self reporting methods:
- peer nomination.
- peer ratings.
Other reporting methods:
- parent and teacher ratings and nominations.
Direct observation.
Sociometry= study of relationships within a group of people.
Sociometric/social status of peer relations
Sociometric status is a reflection of the peer group’s perception of an individual child.
Sociometric status types:
- accepted.
- rejected.
- neglected.
A lot of research conducted on children’s peer status and how it affects children’s development and learning.
Characteristics associated with social status
Accepted/popular: (cooperative, caring, friendly, good cognitive abilities etc).
- most liked and rarely disliked.
- with higher self regulatory and prosocial skills.
- academically successful.
- sporty or fashionable, physically attractive.
Rejected/unpopular: (demonstrate disruptive behaviour, poor emotional regulation, can be passive, shy, socially anxious etc).
- least liked or disliked; go unnoticed.
- use aggression to solve problems.
- low social, cognitive and self regulation skills.
- withdrawn, anxious, play with younger less popular children.
Lots of research on rejected children because peer rejection strongly related to negative developmental outcomes.
Neglected: (often don’t interact with others, however many say they say they don’t feel lonely).
- neither accepted nor rejected.
- neither disliked nor liked.
- low levels of sociability and aggression.
- shy, withdrawn, play alone.
- part of personality.
- well adjusted.
- may change sociometric status.
The importance of peer relations (long and short term effects)
Influence academic, psychological and social adjustment to school.
Offer emotional security and act as protective factors across school transitions.
Encourage problem-solving and learning.
Forerunners of subsequent relationships.
Can compensate for parental attachment but not substitute them.
Links between childhood peer relationships poor outcomes in later life.
Do all peer relations involve equality?
Dominance hierarchy: 4 years.
Mutual antipathies: middle childhood.
Aggression (physical, verbal, indirect): from early years.
Antisocial behaviours (ie. crimes).
Bullying: physical, verbal, relational, indirect, sexual, bias and cyber bullying
Effects: physical & psycho-somatic complains, low self esteem, emotional problems.
