EDHD 320 Peer Relationships and Friendships Nov 2011

EDHD 320 Peer Relationships and Friendships Nov 2011 - EDHD...

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EDHD 320 Peer Relationships & Friendships November, 2011
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Where do peer relationships and attachments fit into social development? Figure 14.4 In the study by Simpson et al. (2007), relationship quality at each step in development affected relationship quality at the next step; n = 78 infants followed into their early 20s.
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First Peer Relationships: Infancy Infants have capacity for forming attachments to caregivers and for entering social relationships Babies show an interest in other babies at an early age By six months, infants prepared for lives in social groups (relate in meaningful way to more than one peer at a time) By 18 months engage in simple reciprocal complementary play with peers, e.g., enjoy imitating one another Around two years, begin taking-turns and demonstrate reciprocal exchange Infants raised in kibbutz with other infants may show true attachment to other infants as early as one year of age, e.g., they sought out particular playmates & missed them when they didn’t see them
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Peer Relationships: The Child Play Becomes More Social; ages 2 to 4 1/2 Parten’s model of social development in play Unoccupied play—child stands idly by Solitary play—play alone and are highly involved Onlooker play—begin to take interest in others but not very active Parallel play—child plays next to other children, not really with them Associative play—play involves interaction of conversation and material, but still not mutual goal Cooperative play—play involves common goal, collaboration, e.g., one pedals the toy fire truck & the other puts out the fire Parten sees older children engaging in solitary play to build skills
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Parten (1932)
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Peer Relationships: The Child -Play also becomes more imaginative Social pretend play—by age two to three, begin more elaborate and cooperative play » Social pretend play universal and more frequent with age » Actual quality of play highly influenced by culture » U.S. children like to play superhero; Korean children like to play family » Individualistic culture—e.g.,in U.S. -play aimed at asserting own identity » Collectivist culture—e.g., in Korea-play aimed at increasing harmony of ego
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Peer Relationships: The Child -What good is play? 19th century America children discouraged from play because it was thought to be frivolous; today play thought to mold little Einstein Play is evolved behavior helping children prepare for adult life Pretend play positively associated with cognitive development; those with imaginary playmates brightest Engaging in social pretend play allows children to hone social skills and construct theory of mind Play contributes to positive emotional development Emotional disturbances may be revealed in play behavior,e.g., 1) child re-enacted rape in my playroom with dolls; 2) 3 year old destroyed toy dump truck
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This note was uploaded on 11/30/2011 for the course EDUCATION 320 taught by Professor Marcus during the Fall '11 term at Maryland.

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EDHD 320 Peer Relationships and Friendships Nov 2011 - EDHD...

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