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Ch 8 ECOLOGY OF THE PEER GROUP - Coggle Diagram

- - - - Child Outcomes
        a) aggressive
        b) submissive
        c) Discontented
        d) Competitive
    - - Child Outcomes
        a) high moral
        b) cooperative
        c) self-supporting, cohesive
    - - Child Outcomes
        a) disorganized
        b) frustrated
        c) nonsupporting, fragmented
- - - - morality of constraint - (heteronomous morality) behavior based on respect for persons in authority
      - morality of cooperation - (autonomous morality) behavior based on mutual understanding between equals
  - - - Gender Role is sociocultural because children learn from their peers what is culturally acceptable and admirable for boys & girls
      - Sex Education
        
        In the U.S. adolescents receive information on sex & sexuality from parents, school, peers, & media
        
        Parents transmit their attitudes about sex, love, & marriage
        
        School provide information on topics including abstinence, sexually transmitted diseases, menstruation, semen production, & pregnancy
        
        Topics discussed with peers include love, contraception, ejaculation, homosexuality, intercourse, masturbation, petting, & prostitution
        
        The media present the excitement of sex without the consequences
      - Sex encompassing
        
        an individual's biological characteristics
        
        the psychological construct of appropriate male/female behavior (gender role)
        
        sex education
        
        sexual activity
- - - - Infancy/Toddlerhood (birth to age 1 1/2 or 2)
        a) securely attached - when mother/caregiver is sensitive & responsive to child's needs
        b) insecurely attached - child that has experienced parental rejection or inconsistency of care (tend to avoid relationships)
      - Early Childhood (2-5 or 6)
        a) authoritative (democratic) - influence children's competence in interacting with peers
        b) authoritarian (adult directed) - linked to low competence in social interaction
        c) permissive (child-directed) - linked to low competence in social interaction
        d) indifferent/uninvolved - linked to low competence in social interaction
      - Middle Childhood (6-12 or 13)
        a)Children become more dependent on the recognition & approval of their peers rather than adults
        b)parents who take an active role in arranging & organizing their peer relations tend to develop closer, more harmonious ties with peers
      - Adolescence (12 or 13-about 18)
        a) have 1 or 2 "best" friends which are their closest relationships and most intimate social interactions
        b) have 6-10 peers that are friends who do things together (the clique)
        c) relationships with the larger, more loosely organized peer group (or crowd) that they identify
      - Nature (temperament) / Nurture (socialization)
    - - Adolescence
        at age 13-18 peer group activities escalate because they are not fully included in the adult world & often develop different values from the family and peer groups
        a) future-oriented decisions - parents are advisors
        b) present-oriented decisions - peers are advisors
        c) moral issues - peers are advisors
        d) appearance - peers are advisors
      - Middle Childhood
        at age 6-12 or 13 will find others like themselves, to know that others share their doubts, their fears, their wishes, and their perceptions which helps them find self-confirmation and learn by comparing their thoughts & feelings with those of others, assuring themselves that they are not really different or "weird" clarifying identity and enhancing self-esteem
      - Early Childhood
        at age 2-3 develop a sense of self & personal identity work through issues of
        a) power
        b) compliance
        c) cooperation
        d) conflict
      - Infancy/Toddlerhood
        at 6-months can distinguish themselves from others
        a) vocalize to
        b) smile at
        c) touch other infants