Please enable JavaScript.
Coggle requires JavaScript to display documents.
Ecology of the Peer Group (Chapter 8 (Chronosystem influences on the peer…
Ecology of the Peer Group
Chapter 8
The peer group as a socializing agent
Peers
Individuals who are of approximately the same gender, age, and social status, and who share interests
The significance of peers to human development
Belonging needs and social interaction
Sense of self
Parent versus peer influence
Authoritative
Authoritarian
Permissive
Psychological development: Emotions
Social development: social competence and conformity
Behavior informed by an understanding of others' feelings and intentions, the ability to respond appropriately, and knowledge of the consequences of one's actions
Age
Situation
Personal values
Cognitive development: social cognition
Conceptions and reasoning about people, the self, relations between people, social groups' roles and rules, and the relation of such conceptions to social behavior
Preoperational stage
Concrete operational stage
Assumptive reality
A theory about reality assumed to be true without examining or evaluating contradictory data
Cognitive conceit
Elkind's term for children in Piaget's stage of concrete operations who put too much faith in their reasoning ability and cleverness
Formal operational stage
Reality testing
Testing assumptions against facts
Imaginary audience
The beliefs that others are as concerned with one's behavior and appearance as one is oneself
Peer group socializing mechanisms
Reinforcement
Modeling
Situation
Model
Observer
Punishment
Apprenticeship
Cliques
Friends who view themselves as mutually connected and do things together
Crowds
Loosely organized reference groups of cliques
Macrosystem influences on the peer group: developmental tasks
Getting along with others
Developing morals and values
Rules as a moral component
Types of morality
Morality of constraint
Behavior based on respect for persons in authority
Morality of cooperation
Behavior based on mutual understanding between equals
Learning appropriate sociocultural roles
Sex and gender roles
Achieving personal independence and identity
Social support
Resources provided by others in times of need
Peers provide
Validation for self
Encouragement to try new things
Opportunities for comparison
Enable self-disclosure
Chronosystem influences on the peer group: play/activities
The significance and development of play
Play
Behavior enjoyed for its own sake
Solitary
Onlooker
Parallel
Associative
Cooperative
Imitative
Exploratory
Testing
Model-building
Infant/toddler peer activites
Early childhood peer activities
Middle childhood/preadolescent peer activities
Games and development
Cognitive influence
Psychological influence
Sociocultural influence
Adolescent peer activities
Peer group interaction
Development of friendship
Early childhood
Momentary playmateship
Early to middle childhood
One-way assistance
Middle childhood
Two-way, fair-weather cooperation
Middle childhood to adolescence
Intimate, mutually shared relationships
Adolescence to adulthood
Autonomous, interdependent friendships
Peer group acceptance/neglect/rejection
Acceptance
Sociometry
Techniques used to measure patterns of acceptance, neglect, and rejection among members of a group
Neglected or rejected
Peer Sociotherapy
An intervention to help children who have trouble making and keeping friends learn to relate to others
Peer group dynamics and social hierarchies
Clique inclusion and exclusion
Bullies and victims
Aggressive behavior intended to cause harm or distress; it occurs repeatedly over time in an unbalanced relationship of power or strength
Bully characteristics
Domination needs
Impulsive
Physically stronger
Difficulty adhering to rules
Defiant, aggressive
Little empathy
Positive self-concept
Antisocial behavior
Victim characteristics
Physically weaker
Poor physical coordination
Fear of being hurt
Cautious, sensitive, quiet, passive, submissive, shy
Anxious, insecure, unhappy
Negative self-concept
Difficulty asserting themselves
Relate better to adults than peers
Antisocial behavior: Gangs
A group of people who form an alliance for a common purpose and engage in unlawful or criminal activity
Prosocial behavior: Peer collaboration, tutoring, counseling
Mesosystem influences on the peer group: Adult-child interaction
Adult-structured peer groups
Adult-mediated group interaction
Stratify
Norms
Adult leadership styles
Authoritarian
Aggressive
Submissive
Discontented
Competitive
Democratic (authoritative)
High morale
Cooperative
Self-supporting, cohesive
Laissez-faire (permissive)
Disorganized
Frustrated
Nonsupporting, fragmented
Collaborative leadership
Working together and sharing responsibility for a task
Team sports
Adding up the Assets
External Assets
Positive, healthy environment
Internal Assets
Values, skills, and beliefs that children hold
Invest in emotional assets
Support
Empowerment
Boundaries and expectations
Constructive use of time
Commitment to learning
Positive values
Social competences
Positive identity
Cipher in the Snow
Young boy (Cliff) asked to get off the school bus and fell over dead
No one seemed to know Cliff very well at school, no extracurricular activities
Stepfather demanded Cliff shovel, verbal and emotional abuse
Wrote frog poem, but after parents' divorce he became more withdrawn
Peers bullied and excluded him
Erased little by little, negative environment
Cliques, Crowds, and Conformity
Believe every school has crowds
A Class Divided
Blue eyed versus brown eyed experiment
After Martin Luther King, Jr. death
3rd grade class in Iowa
Children turned mean and discriminatory
Shouldn't treat others based on the color of their eyes or their skin
Threw away the collars at the end
Walking in someone else's moccasins
Students as adults felt strongly about not being prejudice and teaching their children the same. They felt the exercise should be done by everyone, that it was worth it
Felt like a family now
Academic changes in 24 hrs based on their treatment
Similar experiment with corrections facility employees at a "workshop"
A few spoke up while others didn't
Teacher wants to wipe out the necessity of this experiment
Teachers should know how to do this, but only when necessary and in right hands... otherwise it can damage children