Social Development II

Question 1

What are the three main questions for social development II?

Answer 1

1/ How does a child’s social world develop beyond parents?
2/ How do children think about gender?
3/ How do boys and girls actually differ?

Question 2

Evidence of interest in peers at 2 months?

Answer 2

Mutual gaze with other infants.

Question 3

Evidence of interest in peers at 6 months?

Answer 3

Vocalize and smile with each other.

Question 4

Evidence of interest in peers at 8 months?

Answer 4

Prefer to look at an infant peer than an adult.

Question 5

Why do infants show interest in peers?

Answer 5

Promoted by early caregiver bond. Learn from parents to send and interpret social and emotional signals from peers.

Question 6

What leads to more positive peer exchange?

Answer 6

Higher-quality caregiver relations lead to more positive peer exchanges.

Question 7

In relation to developing interactions, what do we see from 1 to 2 years?

Answer 7

From 1 to 2 years, peers begin to become playmates – leads to co-ordinated interaction.

Question 8

However, what negative interactions do we see between peers from 1 to 3 years?

Answer 8

However – limited to exchanges of toys and mutual imitation of play with toys (e.g., chasing and banging a toy).

Question 9

In relation to developing interactions, what do we see at around 2 years?

Answer 9

Around 2 years – begin to use language:
Initiate play - “let’s play chase”
Give feedback - “Good running!”

Question 10

How does play develop?

Answer 10

The type of peer interaction involved in play becomes more complex and co-ordinated with development.
Repertoire of play skills increases with age. More social forms of play do not replace less social forms of play.

Question 11

Between the ages of 2-5, what four types of play can be identified?

Answer 11

1/ Nonsocial activity
2/ Parallel play
3/ Associative play
4/ Co-operative play

Question 12

Describe nonsocial activity?

Answer 12

Passive observation. Solitary play.

Question 13

Describe parallel play?

Answer 13

Similar play near another child but no interaction.

Question 14

Describe associative play?

Answer 14

Separate activities with limited interaction, eg, swapping toys or commenting on other’s play.

Question 15

Describe co-operative play?

Answer 15

Fully interact to achieve a common goal, eg, make-believe play like ‘home’ or ‘school’.

Question 16

What are friendships?

Answer 16

Selective peer relationships.

Question 17

How do we see friendships between children 1-2 years of age?

Answer 17

Even at 1-2 years of age, toddlers will play and express emotions with specific, familiar peers.

Question 18

Do the nature of friendships change?

Answer 18

The nature of friendships change as children get older (eg, have fewer but more important friends).

Question 19

Between 4-7 years what types of friendship do we see?

Answer 19

Handy Playmate- The child understands that you spend more time with friends than other peers. This is not longterm.

Question 20

Between what ages is friendship characterised as handy playmates?`

Answer 20

4-7 years

Question 21

Between 8-10 years what types of friendship do we see?

Answer 21

Mutual trust and assistance- Become psychological… Liking of friends, kindness and trust are important.

Question 22

Between what ages is friendship characterised as mutual trust and assistance?

Answer 22

8-10 years

Question 23

From 11+ years what types of friendship do we see?

Answer 23

Intimacy and mutual understanding - Psychological closeness. Friends understand each others personalities and are a source of support for eachother.

Question 24

Between what ages is friendship characterised as mutual trust and assistance?

Answer 24

11+ years

Question 25

What is popularity in contrast to friendship?

Answer 25

In contrast to friendship, popularity is a more one-sided perspective on how an individual is viewed by peers.

Question 26

How may friendship contribute to popularity?

Answer 26

However – some of the skills which support friendships may contribute to being socially accepted at school.

Question 27

What four levels of popularity can a child be at school?

Answer 27

Popular, rejected, controversial, neglected.

Question 28

Describe the popular status.

Answer 28

Liked by many peers at school. Good social and communication skills.

Question 29

Describe the rejected status.

Answer 29

Disliked by many peers at school. Aggressive and/pr socially unskilled. Poor achievement and psychological problems.

Question 30

Describe the controversial status.

Answer 30

Liked OR disliked by many peers. Divide opinion- positive and negative behaviours.

Question 31

Describe the neglected status.

Answer 31

Neither liked nor disliked-as if invisible. Quiet and withdrawn and need one or more close friends.

Question 32

What to factors can affect sociability?

Answer 32

1/ Ability to correctly interpret other’s emotional and social signals.
2/ Ability to engage in co-ordinated, responsive interactions with peers.

Question 33

In relation to the factors than can affect sociability, describe what is meant by ‘the ability to correctly interpret other’s emotional and social signals.’

Answer 33

Linked to empathy – sharing in another person’s feelings. Supports responsive and sensitive interactions.

Question 34

In relation to the factors than can affect sociability, describe what is meant by ‘the ability to engage in co-ordinated, responsive interactions with peers.’

Answer 34

Because this requires sharing, turn-taking, and co-operation, is liked to self-regulation – control over emotions and behaviour.

Question 35

What is a very strong influence on children’s behaviour?

Answer 35

Gender stereotypes that are present in society.

Question 36

What can influence a childs conformity to gender roles?

Answer 36

Parents, peers, and friends can influence a child’s conformity to gender roles.

Question 37

What is sex?

Answer 37

Sex is defined by genes and physical characteristics.

Question 38

What is gender?

Answer 38

Gender is psychological - your identity. Not necessarily the same as biological sex.

Question 39

What early gender stereotypes do we see?

Answer 39

Preschooler’s stereotypes are often inflexible. e.g., boys and girls cannot play with each others toys.
Furthermore, preschoolers and young school children state that they wouldn’t want to be friends with a child who violates gender stereotypes.

Question 40

What later gender stereotypes do we see?

Answer 40

Older children’s stereotypes become broader – including personality traits and achievements.
For example certain academic subjects as more appropriate for males or females. E.g., Science vs. English.

stereotypes become more flexible- understand that can adopt gender a-typical behaviours but their may still be disapproval.

Question 41

How do parents have a strong influence on their child’s conformity to gener stereotypes.

Answer 41

Parents often create different environments for boys and girls, e.g., bedrooms and toys.
Parents may encourage boy’s play to be active and competitive, and girl’s play to be nurturing and co-operative.

Question 42

How do parents influence a childs conformity to gender stereotypes in relation to school and education.

Answer 42

Parents encourage scientific thinking in sons more than daughters. Set higher standards in science for sons.
Mothers rate academic potential differently –sons rated better at maths than daughters – regardless of ability.
Parents underestimate daughters’ interest in science.

Question 43

Are gender roles ethnocentric?

Answer 43

No, gender roles and stereotypes appear across different cultures.

Question 44

Where do gender stereotypes come from?

Answer 44

Evolutionary argument – males compete for resources, women rear children. Require different skills and personality traits.

Question 45

Do boys and girls differ in personality?

Answer 45

Young females are more emotionally sensitive than males.

Young females talk more with friends, and reveal more about themselves.

Question 46

Do boys and girls differ in terms of mental abilities?

Answer 46

Females have an advantage with verbal tasks, but males display better spatial skills – which might underlie advantage at maths.
Differences increase between early childhood and adolescence.

Question 47

What are the three conclusions of social development II?

Answer 47

1/ From infancy, children are interested in their peers. Early social interest is promoted by attachment.
2/ Sociability develops in play and friendships. Play becomes more interactive, and friendships become more psychological.
3/ Children are influenced by gender stereotypes- which may be reinforced by parents. Moderate differences between the sexes may be amplified by social expectations.