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Ch. 15 Peers, Schools, and Society, Key Concepts - Coggle Diagram

- - - - Infancy
        
        Shared focus of attention, smiles and imitation
        
        offer toys and assist each other
        
        seek and offer comfort
      - Early Childhood
        
        Play groups of 2 or 3 children
        
        six types of interactions:
        
        parallel play
        
        associative play
        
        onlooker behavior
        
        solitary play
        
        Cooperative play (including sociodramatic/fantasy)
        
        unoccupied behavior
      - Middle childhood
        
        group activities, esp. rule-based games
        
        eagerness to conform to social norms
        
        managing conflicts and cooperation
      - Late adolescence
        
        greater ability to view others as individuals
        
        fewer groups, more flexibility in selecting friends
      - Early adolescence
        
        Increased reliance on peers for support and recreation
        
        more peer pressure
        
        Increased group division by race or ethnicity
  - - - children in working-class and middle-class neighborhoods have peers in nearby homes
      - children in economically disadvantage neighborhoods may have restricted access to peers due to concerns about danger
    - - shyness, irritability, impulsiveness can make it difficult
  - - - Rejected children
        
        identified as not liked--tend to have poor social skills
        
        aggressive, immature, anxious, shy
      - Neglected children
        
        few intense feelings of like or dislike by peer group--tend to be quiet and keep to themselves
      - popular children
        
        well-liked by peers-- tend to be kind and trustworthy
        (may or may not hold high status in the peer group)
        
        good communication skills, good leaders
    - - Controversial children
        
        well-liked by some, intensely disliked by others
        
        often aggressive in some situations & cooperative/sensitive in others
      - Average children
        
        liked by some, not liked by others, but without intensity
        
        generally find a comfortable social niche
  - - - Middle childhood
        
        loyalty, stability
      - Early adolescence
        
        self-disclosure, bouts of possessiveness
      - Early childhood
        
        conversation, social and pretend play
      - Late adolescence
        
        selectivity, emotional dependence
      - Infancy
        
        imitation, simple interaction, shared emotion
  - - - style more that values, career choices
    - - moderately stable, rigid friendship groups or 3 or more
      - emerge in early adolescence
      - may reflect social status
    - - large collections of peers defined by others according to reputation
      - emerge in mid adolescence but tend to disband during final 2 years of high school
    - - defined by values, beliefs, behaviors
      - resist mainstream culture
    - - characterized by initiation rites, distinctive colors or symbols, feuds with rivals
      - likely to encourage aggressive and delinquent behaviors
      - may encourage prosocial behaviors
  - - - middle childhood "romances" are largely " in their heads"
      - True romantic couples tend to form in adolescence
        
        more likely if securely attached, have good home environments and good social skills
        
        fill needs for companionship and may enhance social status
        
        can be emotional roller-coasters
      - young children practice courtship behaviors
    - - children may engage in touching or play games with sexual overtones but lack erotic features
      - Adolescents learn to come to terms with emerging sexual feelings and conflict that arises
        
        typical developmental sequence begins simply, with hand-holding and kissing
        
        most adolescents who engage in sexual intercourse do so after years of other physical exploration
    - - focus of sexual attraction
      - about 2-3% of teens report same-sex or bisexual orientation
    - - identification and commitment to masculine or feminie characteristics
        
        transgendered individuals feel their gender identity does not match their physical sex
  - - - Rejected children, children with special physical or emotional needs
- - - - media
      - interactive technologies
      - direct services
  - - - risk of behavior problems when
        
        quality is low
        
        structural and process measures
      - amount of time is high
    - - participation seems to foster cognitive development
      - effective programs have breadth of activities, including authentic and physical activities, many opportunities for success, and respect for individuals.
  - - - can be important for personal expression and identity formation
      - can influence social interactions in both positive & negative ways
    - - possibly detrimental for infants
      - educational content can be beneficial
      - limited or offensive portrayals of individuals or groups can teach stereotyping and negative attitudes
      - repeated exposure to violence can increase aggressive behaviors
    - - Based on effective instructional principles
        
        Pursue a goal, implemant continually evolving strategies, make steady progress, experience success, use advanced tools, and obtain personalized feedback
      - can be detrimental if children curtail healthful physical activity
    - - Facilitates communication
      - Allows for research
      - Provides structured curriculum with feedback
- - - - Diversity is expected and respected
      - Students and teachers provide feedback in affirming encouraging ways
    - - Teachers are authoritative and let students know they care while providing structure
  - - - tell children about expected behavior
      - uncover the hidden curriculum
      - offer extra help to students who need it
    - - watch for biases
      - learn about students' backgrounds and home lives
      - collaborate with colleagues
  - - - new people (teachers, peers)
      - new structure, rules, traditions
    - - junior high/middle schools
      - high school
        
        less cohesion, more competition
        
        new grading policies
        
        size and structure