Peers

Development of interactions

• Infants

- simple behaviors

- more elaborate responses to otherswho are more socially skilled

• Toddlers

a) Solitary play

b) Parallel play

c) Coordinated interactions

- imitation & complementary roles

- end of Sensorimotor Period

• Preschoolers

- prefer peers

- cooperative play

common theme & distinct roles

- make believe (Preoperational)

• School Years & Adolescence

- rule-governed play

- logical thought (Concrete Operations)

- rough-&-tumble play

- group activities

Other influences on interaction

• Parents- promote or discourage interactions- parental involvement:

-> better socializing, more cooperativeplay, longer interactions

- secure attachment- better peer relations- self-confidence

• Preschool

The more days attended:

- more outgoing

- less aggressive

- stronger friendships

- liked elementary school better

But some dislike preschool

• Sociability- stable by 2 years- predicts adolescence/young adult

sociability- from temperament/genes, attachment, &

childrearing- unsociable children = usually deficient at

social skills

• Teaching social skills

- coach - instruction & modeling

- practice

- reinforcement

• For very aggressive kids

- retrain overly hostile attributions

- generate nonaggressive solutions

Friendship

• Preschool

- prefer certain peers by 20 months

** “friend” = someone fun to play withcommon activities

- some altruism

• School age

- stable over 1 year by 4th grade

- help each other

- first intense peer attachment

** “friend” = someone who fulfills self-interest

- still largely one-way

- by 8-10, reciprocity

- based on similarities

- competition

• Adolescence

- importance of peers

- independence & identity

**- “friend” = someone to talk to, share withloyalty & intimacy

- friendships tend to last

- from competition to mutual support

Determinants of Friendship

• Similarities

- race, sex, age, attitudes & interests

• Differences

- admirable qualities that complement self

- not in area of competition

- BIRGing (basking in reflected glory)

Social Status

Sociometric ratings (3 methods)

• Rate each classmate on like/dislike

• Nominate 3 classmates for like/dislike***

- most commonly used

• Class Play

- choosing classmates for roles

• Concerns of schools/parents

- not borne out by observations

Different statuses

• Popular - many like, few dislike

• Average - some like, some dislike

• Rejected - many dislike, few like

• Neglected - few nominations at all

• Controversial - many like & dislike

What makes a child liked or not?

• Physical characteristics

- attractive

- athletic

• Cognitive skills

- intelligent & good academics

• Birth order

- later born

• Interpersonal behavior

- socially skilled

- well-behaved

- outgoing & friendly

• Labels (e.g., MR, ADHD)

- labeled = disliked

• Names

- attractive

- mainstream

Outcomes of Negative Status

• Neglected

- no long-term ill effects

- eventually accepted

• Rejected

- usually not eventually accepted

- high risk of later problems

- parental models & style

• Controversial

- little research

- some friends may buffer against dislike