week 9 Flashcards
play
- activities that children engage in for their inherent enjoyment
- enjoyable, active, voluntary
- solitary or social
- essential part of development
- child centred play therapy (CCPT)
parten’s classification of children’s social play
- non social vs social
- allows us to understand the development of play across early childhood
- believes solitary play = less complex than social play
non social types of play
unoccupied
- briefly watches things ands turns away
- not engaging
non social types of play
onlooker
- watching another child play
non social types of play
solitary
- not paying attention to others
social types of play
parallel play
- alongside each other but not engaging with each other
social types of play
associative play
- same task together
social types of play
cooperative play
- peers, organized activity goal
peers
- people of approx same age and status
friend
- individuals that have intimate, reciprocated and positive relationships
children’s choice of friendships
- similarity
- temperament
- interests
- emotions
- behaviour
- level of cognitive development
- proximity (less important with age)
- gender
developmental changes in friendship
12-18 months
- show preference to some than others, reaching out
developmental changes in friendship
24 months
- imitating peers social behaviours
developmental changes in friendship
3-4 years
- make and maintain friendships
- same gender play preferences
- able to identify best friend
developmental changes in friendship
5-8 years
- better communicate with friends vs non friends
developmental changes in friendship
9 years
- more sensitive to treatment of others
- friends = peers that take care of others needs
developmental changes in friendship
adolescence
- more important, spend more time with peers, increased reliance
- intimacy, self disclosure
selman (1980)
- age related changes in children’s friendships are tied to qualitative shifts in perspective taking abilities, jump not gradual
- piaget, thinking of others, beyond their own needs
role of internet and social media in friendships
- social media, texting important for modern day interactions/friendships
- greater anonymity, less emphasis on physical appearance (sometimes)
- more control over interactions
- finding similar peers
- 24/7 access
perspectives on use of technology
rich get richer
- good social skills, benefit from technology
- existing friends maintaining/ enhancing
social compensation
- social media is valuable for lonely/shy/less adjusted people
jean m twenge
- internet and social media impacts mental health
- online not as satisfying as in person, not a direct substitute
- decrease in in person interaction, increase loneliness
effects of friendships
- support and validation
- buffer against unpleasant experiences
- helps develop social skills and positive relationships with other people
potential costs of friendships/negative peer interactions
- hard to determine who is influencing who
- aggression/disruptiveness
- alcohol/substance abuse
- bullying and victimization
peer socialization hypothesis
- peers lead an individual adolescent to change their behaviour
peer selection hypothesis
- adolescents actively choose friends who engage in the same behaviour
cyberbullying
- intentional and repeated harassment/mistreatment of someone through digital devices
- physical appearance/gender/ sexuality (33% higer) etc
- 46% at least once, more girls than boys
- peaks in middle school
gender differences friendships
girls
- closeness and dependency
- worry about abandonment/loneliness
- more upset than boys when a friend betrays
- more likely to co ruminate
boys and girls less likely to differ
- amount of conflict
- recreational opportunities
gender atypical
- more difficulties forming friendships
sociometric status
- measures peer acceptance
- degree to which children are liked/disliked by their peers as a group
- popular
- rejected
- neglected
- average
- controversial
general determinants of status
- physical attractiveness
- athleticism
- status of friends
- social behaviour
- personality
- cognitions about others
- goals when interacting with peers
popular children
- accepted and impactful, high status
- socially skilled, cooperative, friendly, sociable, helpful, sensitive to others
- generally possess more emotional and behavioural strengths
- above average in aggression, aggression to achieve goals
rejected children
- liked by few, disliked by many
- difficulty in finding constructive solutions to social situations
- anxious, depressed, lower behavioural competence
- possibly less developed theory of mind (other peoples feelings)
- can be overly aggressive, withdrawn
aggressive rejected children
- prone to physical aggression, disruptive, delinquency, negative behaviour (hostility, threatening)
- socially withdrawn, timid
withdrawn rejected children
- socially withdrawn, wary, timid, socially anxious
- victimized by peers, lonely, isolated, depressed
neglected children
- withdrawn from peers, socially competent
- less sociable/disruptive than average children, avoid aggression
- as socially competent as popular children
controversial children
- high in impact, average in preference, equally liked and disliked
- characteristics of popular and unpopular children
- aggressive, disruptive, prone to anger, cooperative, sociable, humorous
cross cultural similarities
- socially rejected, aggressive and disruptive
- popular = prosocial, leadership
- peers reject withdrawn children
- different cultures encourage different behaviour
role of parents in children’s peer relationships
- monitoring/coaching
- indirect via interactions with their children
- early parent child interactions linked to children’s peer interactions later on
- security of parent child relationship linked to quality of peer relationships
- harsh parenting linked to unpopular children + victimization
secure attachment
- anticipate positive interactions, easy engagement with peers
- responsive caregiver, reciprocity and empathy
- self regulation, confidence, enthusiasm, friendliness
insecure attachment
- negatively impact competence with peers
- struggle to regulate emotions, inconsistent+rejected behaviour from parents
- lack of emotional guidance
role of parents for shaping peer relationships (active)
monitoring
young children
- orchestrating and monitoring their interactions with peers
elementary school children
- allowing engagement in social and extracurricular activities
adolescence
- knowing where and with who child is with
role of parents for shaping peer relationships (active)
coaching
- teaching strategies for gaining entry to a group of peers
- suggestions on what to say
peer stress, parent support, children depression
- high peer stress, low parental support = high levels of depressive symptoms
- high parental support = no change in depressive symptoms, stable, buffer
