Similarities and Differences Between PeerPeer Interactions and SiblingSibling Interactions - Essay Example

? Similarities and differences between peer–peer interactions and sibling–sibling interactions and developmental implications of such interactions. Name: Institution: Course Name: Instructor: Date Due Introduction Social interactions are the acts, measures, or practice of two or more people commonly leaning towards each other’s, that is any actions that try to influence or take account of each other's personal experience. This means that the parties to the social relations must be conscious of each other and have each other's self in mind. Social interaction is not defined by the type of substantial relation. It is a matter of a shared subjective orientation to each other. When no physical manner is involved, as with two opponents intentionally paying no attention to each other's professional work, there is social interaction (Bornstein et al, 1989). Peer is a group of people who share similarities such as age, social status and background. Members of these groups are liable to control the person’s beliefs and behavior. Peer groups contain hierarchies and diverse patterns of manners. As children get older, they interact with an increasingly diverse range of people. They engage in varied interactions and relationships. Good peer relationship is necessary for normal development. Social isolation is linked to with many problems and disorders, ranging from delinquency and problem drinking to depression Persons, who share certain personality, even if they are not aware of them, are more liable to work together with each other successfully because they use common referents in perceiving, and interpreting. Interaction is the social exchange between two people. During interaction children work together, compete, battle, and respond to irritation. Although many social relations have their own natural judgment, the forms and courses of episodes of interaction are shaped by affairs which they are embedded e.g. children are more likely to solve conflicts with each other than with non-friends. A relationship is another form of complexity to children’s experiences with peers. Relationships reefers to the expectations, meanings and emotions that develop from a series of interactions connecting two people known to each other. The character and course of each interaction is subjective by the past interactions between the individual, as well as by their expectations in the future (Zukow, 1989). In adolescence, peers tend to face remarkable changes. They spend more time with peer groups and less adult administration. Their communication shifts during this time. They choose to talk about school and careers with their parents, and they take pleasure in talking about sex and other interpersonal relationships with their peers. Kids join peer groups who recognize them, even if the group is mixed up with negative activities. Children are less likely to recognize those who are dissimilar from them. Workgroup members who have personalities different from their peers struggle to be in touch well with them and achieve a supportive relationship. Persons in a workgroup who are similar to their peers may be more willingly alleged as effective performers and potential influential. Futile interactions lead peers to blame on low rank to the individual, and this low status weakens the ability to have effective interactions with peers (Adler et al, 1998). In the 1960s, researchers discovered young children were egocentric and were not willing to understand thoughts, feelings, and perspectives of their peers. Children’s problems with peers may contribute to the beginning of emotional disorder that may lead to denial by their peers. Researchers have discovered different types of peer status: popular, average, neglected, rejected and controversial children. Many children struggle to be popular so that they can be recognized by their peers. Popular children are frequently chosen as the best friend. They are seldom unpopular by their peers. Neglected children are rarely selected as the best friend but not hated by the peers. Rejected children are rarely selected as one’s friend and are always disliked by the peers. Controversial children are frequently nominated as someone’s best friend and as being disliked. Rejected children often have serious adjustment troubles than neglected children rising social acceptance and confidence and decreasing depression and anxiety in peer-rejected children (Altmann, 1968) Sibling is one of two or more individuals having a same parent that is a brother and a sister. In most societies, siblings usually raise up jointly, facilitating the growth of well-built emotional bonds such as love, hostility and care. Siblings are a primary part of most children’s social worlds. The emotional bonds between siblings are second in strength only to those between parents and offspring. Siblings can be a source of friendship and emotional support. Older siblings serve as caretakers, trainers and compensate the absent parents. In their interactions, siblings acquire social and cognitive skills that are center to healthy social growth. There are factors that affect children traits that are nature this inborn trait with and nurture this is their experience. Gender affects children’s interaction with each other. Many parents find offspring of different sex tend to get along better than kids of the same sex. Siblings of the same gender compete with each other more than with opposite-sex. Children who expressed negative influence, are likely to disrupt the parent’s interaction with the other child and would find hard to focus their concentration on an alternative play activity. Sibling relationships are characterized by positive and negative emotions. Researchers studied the quality of siblings’ relationship and developed a social capability in hostile children. Hostile children tend to engage in conflictual relations with their siblings. Birth order and family size affect how children act. The experience of an only kid is dissimilar from that of a kid in a bigger family. Spacing between children affects how well they get along. Children who are less than 2 years separately regularly conflict than children who are spaced further apart. This is because they compete over the same home turf. Competition among siblings heats up as they grow. It is often most awful when children are between 8 and 12 years old. Siblings who have the same interests tend to compete more. When children are some years apart, the older one recognize and protects the younger sibling. Factors affecting a young child’s ability to join in with other children Children’s growth of social skills is affected by the character of their family and early educational experiences. Whether in a nuclear or extended family; the child learns social patterns and skills within this background. In a family, kids become socialized through communications with parents, brothers, sisters, relations, and neighbors. In school, a child requires innovative ways of acting, connecting and mingle. Children who have had a well-built attachment to an encouragement figure and see themselves different from the nurturing figure are prepared for a group situation. Children who have not completely developed strong connections to another person may have a difficult occasion adjusting to the complexity of the shared structure of the school. Children who experience the protection of loving parents and have a strong affection to their parents are better able to reach out to relate with others. Children may be capable to use the icon of their parents interacting with others in their effort to make and be friends with other children or cooperate and share. Socially experienced parents may affect their children’s social skill growth in another manner. Parents who are safe and capable offer children a model of safety from which to put up their own social abilities (Deener, 2002). The nature of a parent to child interactions is related to a child’s growth of social skills. Children, who are raised in self-governing families, where motivations are given along with the rules, are more expected to be socially active and open-minded. These parents are more likely to have kids who help, share, and initiate social activities. Parents who are extra strict, who demand obedient, compliant, and dependent offspring, may have kids who are never calm exploring the world. Frequently, these children fail to build up the ability to share successfully with others throughout their life Sex differences play a role on how children interact. In one study, fathers’ unhelpful approach toward kid nurture predicted behavior problems in children. Fathers’ affection and control have been associated to better academic accomplishment for children, and interactions with non paternal men can result in more prosodies behaviors toward peers (Asher et al, 1990). The uniqueness of culture also has an effect on children’s developing social skills. Teachers who take the time to watch and know the background and community, in which children live, are better able to put up on its strengths or work to intercede it is possible off-putting effects on children’s social growth. Children who live in cruel or unsafe communities may be frightened and withdrawn when in the classroom. Those exposed to domestic abuse, gang violence, do not feel safe. Their feelings of insecurity will hinder their total development, especially social skills growth (Wilkinson et al, 1985). When children are in a school setting, other factors influence their social growth. In addition to a child’s family, the instructor becomes a go-between of socialization. Other children also become models, setting diverse principles for social behaviors. Entry into the school society can be hard for little children thus hard for them to play with their mates (Brody, 1996). Conclusion During adolescence, children tend to face staged changes. Teenagers spend more time with their peers with less adult supervision. Adolescents’ communication shifts during this time. They rather talk about school and their careers with the parents, and they enjoy talking about sex and other interpersonal relationships with peer groups. Children join peer groups who acknowledge them, even if the group is caught up in negative behaviors. Children are not likely to acknowledge those who are dissimilar from them (Howes, 1988). There are positive and negative attributes of peer groups. Positive peer influence include source of information. Peer groups offer a viewpoint outside of the individual’s viewpoints. Members in peers learn to build up relationships with others in the social scheme. Serve as a practicing venue to adulthood. Adolescent peers give support as teens incorporate into adulthood. Main adjusts include: decreasing reliance on parents, increasing feelings of independence, and connecting with a much larger social network. Negative attributes of peer groups include negative peer pressure such as drug abuse. Peer pressure is usually common among the adolescence stage. Sexual promiscuity is another influence among the peers. Adolescence is characterized by bodily changes, new feeling, and sexual urges and teenagers are likely to take part in sexual activity. During this stage, children need to be thought by their elders on what is right and wrong so that they do not end up in unsafe circumstances. References Adler, P. A., & Adler, P. (1998). Peer power preadolescent culture and identity. New Brunswick, N.J.: Rutgers University Press. Altmann, S. A. (1967). Social communication among primates. Chicago: University of Chicago Press. Argyle, M. (1969). Social interaction. London: Methuen. Asher, S. R., & Coie, J. D. (1990). Peer rejection in childhood. Cambridge [England: Cambridge University Press. Bornstein, M. H., & Bruner, J. S. (1989). Interaction in human development. Hillsdale, N.J.: L. Erlbaum Associates. Brody, G. H. (1996). Sibling relationships: their causes and consequences. Norwood, N.J.: Ablex Pub. Corp.. Deener, A. (2012). Sibling interaction across cultures: theoretical and methodological. S.l.: Springer. Howes, C. (1988). Peer interaction of young children. Chicago: Published for the Society for Research in Child Development by Chicago University Press. Wilkinson, L. C., & Marrett, C. B. (1985). Gender influences in classroom interaction. Orlando [Fla.: Academic Press. Zukow, P. G. (1989). Sibling interaction across cultures: theoretical and methodological issues. New York: Springer-Verlag. Read More