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Ecology of the Peer Group (Play/activities (The way children learn about…
Ecology of the Peer Group
Socializing agent
Peers are equals. Same age, gender, and social status
Satisfy belonging
Social and psychological development
Human development
The way we think is because others tell us so
Compare our skills to others
Social interaction
Nature vs. nurture
Attachment theory
Infant to toddler: secure attachment allows for children to develop responsiveness
Early childhood: preschool interaction develops socialization
Middle childhood: Children are around children and socializing increases. Parents help by doing activities with peers outside of school too
Adolescence: Peer relationships are closer
Sense of self: Peers help answer who am I? How do I feel about myself?
Parent vs. Peer influence
Authoritative parents rear children who are comfortable with their peers and don't desperately seek acceptance
Authoritarian parents have children who alienate from parents and seek general acceptance from their peer group
Permissive parents have children who are unpopular and seek a peer group who is negative and antisocial
Emotions
Poor peer relations are linked to later development of neurotic and psychotic behavior
Child's peer group is a barometer for later adjustment problems
Compete for status in peer group
Social competence and conformity
Behavior formed by understanding others' feelings and intentions
Depends on age, situation and personal values
Age: children will change to match the group
Social conformity: happens in ambiguous situations when children are unsure what they should do
Personal values: affect how willing the child is to conform to the group
Social cognition
Conceptions and reasoning about people
Preoperational: Intuitve not logical thought
Concrete operational stage: Make assumptions about reality. "I don't have to" stage when it comes to adults
Formal operational stage: use logic to form ideas about reality
Roles and rules
Cognitive understanding of culture
Coping skills
Conformity decreases because children realize they can be individuals
The groups symbols and rituals, help and support, define what is good and bad
During adolescence they decide for themselves who they are
Peer group socializing mechanisms
Reinforcement
Unintentional but effective
Giving attention
Approving behavior could mean group acceptance
Modeling
Observer can learn how to do something they didn't know how before
Learn consequence
Learn how to behave in a new situation
Situation, model, observer
Has broader effects than reinforcement
Punishment
Teasing, physical agression, rejection from the group
Victims are passive, shy, insecure
Bullies are dominant, angry, agressive, impulsive, and low tolerance
Apprenticeship
Someone with more expertise trains up someone with less
Guides learner's activity
Active development and potential development
Zone of proximal developement
Developmental tasks
Getting along with others
Play
Learn to give and take
Seeing things from another perspective and verbal communication
Related to empathy
Developing morals and values
Interaction shows what is and isn't acceptable
Learn from experiences
Rules as a moral compass
Children develop morality
Guide to behavior
Morality of constraint
Respect for authority
Morality of cooperation
Mutual understanding between equals
Learning sociocultural roles
Autonomy: respect peers
Communcate directly or indirectly?
Children recieve feedback about their behavior from peers
Learn conflict resolution
Sex and gender roles
Learn what's appropriate for boys vs girls
Segregate in preschool
Parent's transmit attitudes about love, sex and marriage
School provides info about abstinence and STD's
Peers talk about love, sexuality, contraception, sex, petting, masturbation, and prositution
Media: excitment about sex w/o consequences
Play/activities
The way children learn about their environment
Planned goals and self regulation
Solitary play, onlooker, parallel, associative, cooperative
Imitative play--babies
Exploratory play
Testing play--devleops emotions
Model-building play
Peer group interaction
Friends
Age means they become closer and longer lasting
Early childhood friends are determine by proximity
Middle childhood friends are based on if they will do what they want them to
Middle childhood fair cooperation
Adolescence friends have mutually shared relationships and equity
Adulthood friends are based in dependency and autonomy
Peer acceptance vs rejection
Acceptance and popularity
Children are adaptable and conforming and dependable
Popularity is determined partly by attractivenss
Family interactions
Neglect and rejection
Shyness, lack of social skills, and prejudice
Poor losers, whiners, and cheater are rejected
Can be teased because they are different
Improving social skills
Model, participate, cooperate, communicate, validate and support
Peer group dynamic and social hierarchy
Cliques
Bullies and victims
Awareness and interventions