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Ecology of the Peer Group - Coggle Diagram
Ecology of the Peer Group
Belonging Needs & Social Interaction
Early Childhood (2-6)
Willingness of adults to provide opportunities for social interaction.
Infancy/Toddlerhood (Birth-2 years)
Belonging develops with family first. The baby feels belonging when mother holds, soothes, meets needs
Middle Childhood (Ages 6-13 years)
Children no longer need adults to structure their social interactions. They become more dependent on recognition/approval of their peers, rather than adults.
Adolescence 12-18 years
Most intimate relationships/interactions occur within best friends (1-2). Then they have groups of about 6-10 peers (clique), or there are larger groups (crowds) they may associate themselves with.
Sense of Self
Infancy/Toddlerhood
Look at, vocalize to, smile at, touch- Distinguishing self from others
Early Childhood
They begin to play in groups and play a variety of roles. Work through issues of power, compliance, cooperation, conflict.
Middle Childhood
Peer group provides opportunities for greater independence than family. Enhances sense of self.
Adolescence
Peer group activities escalate. Adolescents turn to parents regarding scholastic/occupational goals (Future-oriented decisions). Turn to peers for clothes, social activities, dating, recreation (present-oriented decisions).
Parenting Styles
Authoritative Parents
Warm, accepting, neither too controlling or too lax. Consistent with child-rearing management. Children generally attached/internalize their values.
Authoritarian Parents
Very strict, cold, do not adjust to adolescent's needs for greater autonomy. Children tend to alienate
Permissive Parents
Indulge their children by not providing standards, rules, or consequences, or who ignore their children's activities.
Social Competence dependent on:
Age
Children most susceptible to influence of peers in middle childhood. Less conforming in adolescence
Situation
Social conformity tends to be more apparent in ambiguous situations where kids are unsure what they're supposed to do
Personal Values
Conformity to antisocial behavior & neutral situations peaked in 9th grade, dropped off to previous levels
Peer group's influence on cognitive development: Social Cognition
Preoperational Stage
Don't understand relationships between objects, people, events. Don't have ability to be aware of peer pressure, cannot project what peer group thinks of them.
Concrete Operational Stage
Make theories about reality, often think they are clever. Often think they know it all, don't have to pay attention to other's opinions.
Formal Operational Stage
Able to think logically about abstract ideas/concrete facts. Believe they are the focus of others' attention, aware of others and need to conform to their expectations.
Generational Cohorts:
The Silent generation
Baby Boomers
Generation X
Millennial Generation
How does modeling affect children's Behavior?
Observing child may learn how to do something new
May learn consequences of behavior by observing someone else
Model may suggest how child can behave in new situation
Extent to which modeling influences, dependent on:
Situation
Model
Observer
Types of Morality
Morality of cooperation
Behavior based on mutual understanding between equals
Morality of constraint
Based on respects for person in authority
Children develop identities through meaningful interactions/accomplishments with peer group:
Provide validation for the self
Provide encouragement to try new things
Provide opportunities for comparison
Enable self-disclosure
Provide identity
Changes in play based on type of social interaction:
Solitary
Plays alone/independently. Concentration is on activity instead of other children.
Onlooker
Watches other children play, but doesn't get involved other than to potentially initiate conversation
Parallel
Plays alone, but with similar toys as other kids. May mimic behavior of other playing children.
Associative
Communication and social interaction are involved, but little/no organization. More interested in associating with other children than the actual task.
Cooperative
Cooperative play, activity is organized, group has purpose.
Forms of play:
Imitative Play
Exploratory Play
Testing play
Model-building play
5 Stages to developmental perspective on friendship patterns:
Momentary playmateship (early childhood-4 years)
One-way assistance (4-9 years)
Two-way fair-weather cooperation (6-12)
Intimate mutually shared relationships (9-15 years)
Autonomous interdependent friendships (12+)
Ecological Forces in Formation of Gangs:
Cultural Group
Socioeconomics
Family Structure
Belief System
3 Kinds of leadership:
Authoritarian
Aggressive, submissive, discontented, competitive
Democratic (authoritative)
High morale, cooperative, self-supporting, cohesive
Laissez-faire (permissive)
Disorganized, frustrated, nonsupporting, fragmented