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EDP3273

Jacqueline Moreno, Ph.D.

Peers, School and Society Chapter 15

Peers – Why Important?

People of approximately the same age and position within a social group

◦ Offer emotional support

 help relax and cope

◦ Partners for practicing social skills

 social perspective-taking, self-regulation, conflict resolution

◦ Socialize one another

 Rules for behaviors

◦ Contribute to sense of identity

◦ Help each other make sense of their lives

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Friendships

 Voluntary – because they want to be friends

 Powered by shared routines – activities mutually meaningful and enjoyable

 Reciprocal – equal partners, address needs

 Ongoing, dependable mutual support – coping strategies and emotional support

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Characteristics of Friendships

 Infancy (birth to 2 yrs) ◦ simple interaction – crawl over to each other ◦ Imitation of behaviors and emotions ◦ shared emotion – smiles, laughs, etc.

 Early childhood (2-6 yrs) ◦ Interact with children they know ◦ Conversation and social and pretend play

 Middle childhood (6-10 yrs) ◦ Express feelings with friends ◦ Loyalty – self-disclosure among girls ◦ Stability – more deliberate in selecting friends

with similar qualities and interests

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Fostering Relationships

 Help young children ease into social groups

 Facilitate friendly interactions among children

 Be aware of family factors

 Minimize barriers to social interaction

 Encourage empathy for children with special needs

 Provide tailored support to rejected children

◦ help change their reputation

 Encourage respect for others

 Encourage honesty and diplomacy during conflicts

 Serve as backup support when necessary

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Social Groups

 Beginning in middle childhood

 Develop a common culture

◦ Sense of community, belonging and identity

 Teach & model group norms

◦ Appropriate behaviors reinforced

 Develop a sense of unity

◦ Feelings of loyalty

 Have clear dominance hierarchies

 Develop cliques and crowds

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Schools as Communities

 Supportive classroom climate

◦ Genuine caring, respect, and support

◦ Students feel physically and psychologically safe

◦ Authoritative approach to classroom management

◦ Sufficient order and structure for activities

◦ Students engage in self-directed activities

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Schools as Communities

 Engaging instruction that fosters cooperative behavior ◦ community of learners – teacher and students

work collaboratively to help one another learn

◦ All students are active participants

◦ Discussion and collaboration common

◦ Play a key role in learning

◦ Diversity in students’ interests

◦ Everyone potential resource for learning

◦ Process of learning emphasized more than finished product

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Schools as Communities

 School traditions

◦ Solicit students’ ideas

◦ Assign helpers

◦ Emphasize prosocial values in school codes of conduct

◦ Provide public recognition of students’ contributions (“Super friend)

◦ Fun schoolwide activities for students and families (carnivals, field trips)

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Teaching style: Authoritarian  Classroom rules and policies are strictly adhered to, no exceptions

 No explanations are given for rules and policies

 Classroom rules and policies are implemented with no input from students

 No work is accepted late

 Work must be complete or do not turn it in at all

 Classroom activities are highly controlled

 Teacher/Adult expects behavior from students that is unrealistic for their maturity level

 Teacher/Adult acts “disconnected” from students, keeps emotionally distant, does not convey respect for students, nor comes across as warm and friendly

 Implications for Students:

 Students may not internalize desirable educational and social qualities characteristic of successful, well adjusted individuals

 Students have difficulty regulating their own behavior (poor self control)

 Students perceive rules as arbitrary

 Critical thinking skills are compromised and stifled

 Intrinsic motivation is compromised

 Students may behave in overly aggressive ways, have low self-esteem, little self-reliance

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Teaching style: Authoritative  Classroom rules are somewhat negotiable and may even be the product of the joint efforts of the teacher

and the students

 Exceptions are made on an individual basis

 Explanations are provided for why these rules exist

 Guidelines and consequences are provided for turning in work; again exceptions are made on an individual basis

 Classroom activities allow for flexibility in content and structure

 Explanations are given for why students are expected to learn material designated by the teacher; teacher is open to input from students

 Teacher expects behavior from students that is realistic for their maturity level

 Teacher conveys a sense of warmth toward students, is respectful of students

 Implications for Students:

 Students are more likely to internalize desirable educational and social qualities characteristic of successful, well adjusted individuals

 Students demonstrate capableness regarding regulating their own behavior

 Students’ critical thinking skills are more likely to develop through give-and-take interactions with their teachers

 Students are more likely to resist distractions, achieve at high levels academically, be more well behaved

 Students are more likely to be friendly, self-confident, have high self-esteem, and competent social skills

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Teaching style: Permissive  Classroom rules and policies are ambiguous; little to no consequences for violating rules

are in place

 Disciplinary actions (also known as behavioral guidelines) are inconsistent, nonexistent, or not enforced

 Consequences for being late or being absent are minimal or nonexistent

 Teachers’ expectations are ambiguous or nonexistent; teacher comes across as not caring about students

 Standards for quality and timeliness of work are nonexistent or inconsistent; teacher is inappropriately lenient

 Implications for Students:

 Students inadequately regulate their own behavior, which can lead to increased tardiness, absenteeism, and difficulty turning in assignments in a timely fashion

 Students may feel insecure in a lenient environment

 Students have difficulty checking their impulses

 Students may behave in an immature fashion and exhibit excessive dependency on their teachers

 Students may disobey orders or not comply with requests that they do not like

 If they do not “get their way,” they may behave inappropriately

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Services for Children

 Early Childhood Education ◦ Public schools; Private Schools; Preschools; Child

Care  Developmentally Appropriate Practices

 Caregivers’ education and training

 Child-to-caregiver ratios and Interactions

 Early intervention programs ◦ education + child/family support (medical, social

services)  Project Head Start, Carolina Abecedarian Project

 greatest benefits when longer and more intensive

 After-school & extracurricular activities

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod

Television & Interactive Technologies

 Children remember & may imitate content ◦ Social media, tv, computers, video games — positive and

negative impacts

 Suggestions for educators ◦ Technology needs to be seen as a “tool” to facilitate

process of knowledge acquisition, learning, and communication

◦ educate children how to use media appropriately  Encourage children to express themselves creatively  Teach critical analysis of information  Teach etiquette, civic-mindedness, and safety on the Internet  How to avoid media violence, and manage their digital media use

◦ increase familiarity, comfort with computers  Different skills tablet vs keyboard and mouse

◦ encourage parents to regulate television viewing, and Internet use

Child Development & Education, 7th Ed (2020).

Teresa M. McDevitt & Jeanne E. Ormrod