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Ecology of the Peer Group (Mechanisms (Modeling: depends on situation, the…

- - - - Experience with peers enable children to acquire a wide range of skills, attitudes, roles that influence their development.
        
        Peers: Satisfy certain belonging needs
        
        Relationships are bidirectional
        
        often preferred to other socializing agents
        
        Influence: social, cognitive, and psychological development
        
        Infancy/Todderhood: Develops in families first--> attachment behaviors shire to awareness of peers
        
        Sense of Self: more reciprocal over the first three years of life
        
        Early Childhood: Willingness of adults to provide opportunities for social interactions (p. 284)
        
        Authoritative: competence and confidence
        
        Authoritarian, permissive, indifferent: low competence in social interaction and children model parental interactions with their friends (p. 284)
        
        Sense of self: play alone and together in group start to learn skills not in the family context working through issues of power, compliance, cooperation, and conflict.
        
        Middle Childhood: Increase in social interaction, less need for adult to structure their social interactions.
        
        Provides opportunities for greater independence, peer group becomes an important source of one's identity, role models and incorporate into one's self-image. (p. 285)
        
        Adolescence: Generally delineate their belonging needs and consequent social interactions according to the closeness of relationship
        
        Best friends, clique, loose organized peer group
        
        Peer activities escalate
        
        Parents for scholastic or occupational goals-- a future-oriented decision, moral issues
        Friends for clothing, social activities, dating, and recreation--present-oriented decisions, appearance.
        
        Parent VS. Peer influence: Parenting style:
        
        Authoritative: children little need to rebel or desperately seek acceptance from parents
        
        Authoritarian: Children who alienate themselves from parental values and are attracted to the peer to gain understanding and acceptance (p. 286)
        
        Permissive: risk having children who are unpopular and who may be drawn to peer groups that are antisocial.
- - - - assumptive reality A theory about reality assumed to be true without examining or evaluating contradictory data (p 289)
      - 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 (p. 289)
    - - reality testing testing assumptions against facts (p. 289)
      - imaginary audience the beliefs that others are as concerned with one's behavior and appearance as one is oneself. (p. 289)
      - Children strive extra hard to be like their peers as they will not stand out. Erikson's Identity VS Role Confusion Stage
      - One reason preadolescents are more conforming not yet had the experience of testing their assumptions on reality.
        
        Repeat the crises of the earlier stages of Erikson's stage (p. 290)
- - - - crowds--loosely organized reference groups of cliques (p. 296)
- - - - Peers provide opportunities which help form basic morals and values
        
        Morality of constraint behavior based on respect for persons in authority (p. 299)
        
        Morality of cooperation behavior based on mutual understanding between equals (p. 299)
  - - - Boys look affirmation Girls look to solve a problem (p. 302)
      - Peers provide validation, encouragement, opportunities, self-disclosure, and identity. (p. 302)
- - - - Solitary: the child plays alone and independently
      - Onlooker: The child watches other children playing
      - Parallel: The child plays alone, but with toys like those that other children are using, or plays in a manner that mimics the behavior of playing children.
      - Associative: Social interaction and communication are involved in associative play, but with little or on organization.
      - Cooperative: Social interaction in a group.
- - - - Playmateship: how close they live or by their material possessions (early childhood)
      - One-way assistance: more capable of telling the difference between their own perspectives and those of others: what the child wants (early to middle childhood)
      - Two-way, fair-weather cooperation: mutually serving individual in interests rather than mutually cooperating toward a common interest (middle childhood)
      - Intimate, mutually shared relationships
      - Autonomous, interdependent friendships: respecting their friends' needs for both dependency and autonomy ( adolescence)
  - - - Accepted and rejected children tend to have different characteristics