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L09 Preparation (bully characteristics (domination needs, impulsive,…
L09 Preparation
bully characteristics
domination needs
impulsive
physically stronger (typically) than peers
rule breaker
oppositional, aggressive
little empathy
relatively positive self concept
antisocial
victim characteristics
typically physically weaker
poor physical coordination
fear of being hurt
cautious, sensitive ,quiet, passive ,submissive, shy
anxious, insecure, unhappy
relatively negative self concept
unassertive
relate better to adults than peers
types of play
solitary
child plays alone and independently. they focus on the activity rather than other children nearby. typical of infant/toddlers
onlooker
child watches other children playing. typical for two year olds
parallel
child plays alone but with toys like those that other children are using, mimics their behavior. common among 2-3 yo
associative
engage in play activities similar to those of other children, but are more interested in each other than the tasks at hand. common among 3-4 yo
cooperative
prototype for the games of middle childhood. begins at 4-5 yo
type of activity
imitative
governed by one player acting as the central person and the others imitating, or they may alternate the roles and take turns, OR do the same thing at the same time
exploratory
touch, taste, manipulate, fill, insert, pull, stack, roll, combines, transfers, sorts, spreads, etc
testing
testing themselves through motors kills, games. test their physical, intellectual, & emotional capacities
model building
begin to put elements of their experiences together in unique ways (like making buildings out of blocks)
friendship stages
momentary playmateship (early childhood to 4 yo)
think about only what they want from the friendship
friends are defined by how close they live or what they have
one way assistance (age 4-9)
capable of seeing others POV. Friendship is based on whether or not someone does what the child wants them to do
two way, fair weather cooperation (6-12)
involves give and take
kids emphasize similarities, equalities, reciprocities
intimate, mutually shared relationships (9-15)
ongoing, commited relatonship. incorporates more than just doing things for each other
autonomous, interdependent friendships (12-adulthood)
respect for dependency and autonomy
social competence
informed about others feelings and intentions, the ability to respond appropriately, knowledge of consequences
children are more influence-able in middle childhood, less conforming in adolescence
situation types
prosocial
asked if students would help a classmate with a report if asked, instead of doing what they wanted to
neutral
asked if they would go to a movie if asked by peers, even if they didn't want to see it much
antisocial
asked if they would steal candy if a peer wanted help doing it
based upon personal values
children learn through modeling, imitation, reinforcement, but the extend to which modeling influences depends on...
situation - active behavior is more likely to be mimicked than passive behavior
model- if they are seen as similar to the observer and has admirable traits, more likely to be imitated
observer- the observer's cognitive and physical ability to reproduce the behavior influences it
children influence each other through punishment - teasing, aggression, rejection
macrosystem influences on peer group: developmental tasks
getting along with others
vehicle for socialization
involves seeing from others' POV and verbal communication
ability to empathize
developing morals and values
morals: right vs. wrong, values: determining what is worthwhile
morality of constraint
behavior based on respect for persons in authority
morality of cooperation
behavior based on mutual understanding between equals
development types that influence play
cognitive
psychological
sociocultural
social/gender norms*
parenting style effect on kids
authoritative
children are attached and internalize values
included in family decision
friends w similar values, so they are not faced with negative peer influences
authoritarian
children alienate themselves from parents and go to peer group to gain understanding and acceptance
at risk for negative peer influences
permissive
children are typically unpopular and are drawn to peer groups that are antisocial
peers who....
collaborate: learn to solve problems through consensus
tutor: learn how to analyze info for others
counsel: learn how to care, help and give support
cliques v. crowds
cliques: friends who are mutually connected and do things together
crowds: loosely organized reference groups of cliques
groups
informal - overseen by youngsters themselves
formal - supervised
social cognition
reasoning and conceptions about people, the self, relations between people, social groups rules and roles, etc
preoperational stage (2-7)
don't have the cognitive ability to be aware of peer pressure
concrete operational (7-11)
make assumptive realities - theories about reality assumed to be true without examining or evaluating contradictory data
have too much faith in ones reasoning ability and cleverness (cognitive conceit - Elkind)
formal operational (11+)
discover rules for testing assumptions against facts (reality testing)
sociometry
techniques used to measure patterns of acceptance, neglect, rejection among members of a group
sociotherapy
intervention to help children who have trouble making and keeping friends learn to relate to others
children learn to compete for status in the peer group by compliance with group norms (followership) and creation of group norms (leadership)
zone of proximal development (ZPD) - Vygotsky