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Ecology of the Peer Group (play (Mildred Parten (1932) examined…
Ecology of the Peer Group
human development
age 6-12 or 13
more time with peers
more independent from parents
more dependent on peers
sense of belonging expands
parent encouragement equaled more close peer connections
age 12 or 13-18
"best friends"
then the clique: group of 6-10 members
then the crowd: extended group they are a part of
age 2-5 or 6
secure or insecure attachment
look for willing adults for social interation
parenting syles
authoritative: competence and confidence
low competence in social interaction
authoritarian
permissive
indifferent/uninvolved
model parenting styles with their friends
birth-1 1/2 or 2yrs
sense of belonging develops
sensitive mothers: secure attachment
hold
sooth
meet needs
explore surroundings
positive expectations
insecure attachment
avoid peer relationships
act as if peers will reject them
withdrawal
aggression
children who attend preschool shift to look for peer approval rather than caregivers
sense of self
toddler
smile at, touch, look at, and vocalize to other infants to establish sense of self
early childhood
role play
power
compliance
cooperation
conflict
negotiations
middle childhood
greater independence than family
look for others like themselves
personal identity
self-esteem
discuss friends vs. enemies
peer influence dance, clothes, ... etc
adolescence
peer dominate
clothes
social activites
dating
recreation
the present decision
parent dominate
future and moral decisions
social competence
age
situation
personal value
socialization mechanism
reinforcement (approval and acceptance)
giving attention
(Dodge, Coie, & Lynam, 2000) preschool reaction to bullies
passive
assuming defensive posture
crying
telling the teacher
retrieving their property
returning aggression
modeling (imitation)
Bandura, Ross, and Ross (1963) aggressive doll study
learn consequences of others actions
get ideas
(Hartup, 1983; Hartup & Coates, 1967) trinkets study
(Ban-dura, 2001) modeling behavior depends on:
situation
active behavior more likely to be modeled that passive
model
similarity
desirable traits
observer
ability to reproduce
must be able to understand and remember
dominate children modeled after more often
punishment (rejection and exclusion)
teasing
physical aggression
rejection by group
bullying/ bullies are:
dominate
aggressive
impulsive
angry
low frustration tolerance
apprenticeship
Lev Vygotsky (1978)
actual development
potential development
zone of proximal development (ZPD)
play
Mildred Parten (1932) examined developmental changes in their social play according to type of social interaction
parallel
associative
onlooker
cooperative
solitary
Anna Freud (1968) express emotions and impulses
Groos (1901) practice skills
Elkind (2001) sets stage for academic learning
enhances children’s language development
exploring properties of objects
curiosity about science
developing math skills
therapists and educators can learn what the child feels and understands.
Brian Sutton-Smith (1971)
exploratory
testing
imitative
satellite roles
taking turns and alternating the roles
doing much the same thing at the same time.
model building: age 4
discover capabilities
compare and test
rough and tumble play
fighting
wrestling
chasing
"mock" aggression
possible evolutionary survival roots to develop protective skills in the young
“superhero/heroine play” (Kostelnik, Whiren, & Stein, 1986)
in control
powers they wish they had
experience power and prestige
easy to emulate models
experience concretely abstract values: honor, justice, courage, honesty, and mercy
Selman and Selman (1979) friendship patterns
1- momentary playmateship (early childhood, to 4 years)
proximity
possessions
2- one-way assistance (early to middle childhood, 4 to 9 years)
playing together and sharing material goods
based on whether or not someone does what the child wants that person to do
3- two-way, fair-weather cooperation (middle childhood, 6 to 12 years)
give and take
mutually serving interests
based on getting along
sharing interests, ideas, and feelings.
4- intimate, mutually shared relationships (middle childhood to adolescence, 9 to 15 years)
friendship as an entity in itself
ongoing
committed relationship
treasured for its own sake
may involve possessiveness and jealousy
5- autonomous, interdependent friendships (adolescence to adulthood, 12 years on)
capable of respecting their friends’ needs for both dependency and autonomy
Sherif’s (1956)
groups tend to:
stratify: some take on dominant roles and others submissive ones
develop norms
frustration and competition contribute to hostility between groups
competition between groups fosters cohesiveness within group
hostility can often be reduced by setting up a superordinate, or common, goal that requires the mutual efforts of both group