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PEERS, MEDIA AND SCHOOLING

PEERS, MEDIA AND SCHOOLING (Cont'd)At each level, increasingly advanced,complex play.Levels of play:functional: simple, repetitive motionconstructive: make things (with blocks, etc.)make-believegames with rules. Internet GamesProsdexterityattention spanspatial skillsConsviolencestereo

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PEERS, MEDIA AND SCHOOLING

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    1. PEERS, MEDIA AND SCHOOLING Peers: Infants: aware of difference between children and adults, positive reaction. 2-5 years: parallel play: side by side associative play: exchanges of toys cooperative play: common play

    2. PEERS, MEDIA AND SCHOOLING (Cont’d) At each level, increasingly advanced, complex play. Levels of play: functional: simple, repetitive motion constructive: make things (with blocks, etc.) make-believe games with rules

    3. Internet Games Pros dexterity attention span spatial skills Cons violence stereotypes addiction Communication: if it is a substitution for face to face can lead to isolation, dangers (predators)

    4. PEERS, MEDIA AND SCHOOLING (Cont’d) How is social behaviour affected by perspective-taking? (see text) Development of friendships: Playmate (4-7 years). Sharing toys and games, liking. Playmate + trust, special qualities (8-10 years). More so for girls. Intimacy and loyalty (11-15 years).

    5. PEERS, MEDIA AND SCHOOLING (Cont’d) Gender differences: Girls more emotional intimacy, verbal disclosure, boys more shared activities, team sports, being together.

    6. PEERS, MEDIA AND SCHOOLING (Cont’d) Friendship correlates with: social skills stress coping school performance

    7. PEERS, MEDIA AND SCHOOLING (Cont’d) Use of sociometric techniques to evaluate kids. Categories: Popular: two types pro-social: cooperative, constructive, considerate anti-social: tough, defiant, perhaps good at sports (boys), ignoring and excluding others, spreading rumours

    8. PEERS, MEDIA AND SCHOOLING (Cont’d) Rejected: two types Aggressive: nasty, bullies, high conflict Withdrawn: high social anxiety, awkward, fearful Controversial (both liked and disliked) Marginal or neglected

    9. Bullying and cyberbullying now serious, pervasive problem general aggression increasing world-wide www.bullying.org

    10. PEERS, MEDIA AND SCHOOLING (Cont’d) Important variables: appearance and social skills. Adolescence: belongingness to peer group is paramount. Dress codes Dominance hierarchies Conformity Drugs and alcohol

    11. PEERS, MEDIA AND SCHOOLING (Cont’d) Rejected and marginals can coalesce to seek revenge on dominant groups: bullying, school murders, or lone operator. Cliques: + 6 kids with similar backgrounds, values, attitudes and interests Crowd: several cliques with the same salient characteristics: “brains”, “jocks” etc.

    12. PEERS, MEDIA AND SCHOOLING (Cont’d) Television More time spent than on any other activity. Use of TV as pacifier and babysitter, reward. Content more important than total number of hours to predict academics, choice of role models and extra-curricular activities.

    13. PEERS, MEDIA AND SCHOOLING (Cont’d) Problems with reality vs. fantasy until 5-7 years old. Stereotyping: gender and ethnic: both programs and ads, ads worse. Correlation between amount of viewing and stereotypical beliefs.

    14. PEERS, MEDIA AND SCHOOLING (Cont’d) Body image: dieting girls ? disordered eating ? eating disorders (anorexia and bulimia) TV and obesity highly Children as advertisers’ targets: materialistic values sex poor nutrition body image: thin models, unrealistic

    15. PEERS, MEDIA AND SCHOOLING (Cont’d) Social learning theory: modeling and imitation behavioural repertoire performance vs. learning Bandura (Bobo dolls) vicarious reinforcement, punishment

    16. PEERS, MEDIA AND SCHOOLING (Cont’d) TV and violence and aggression: Cartoons: most Repeated aggressive acts Unpunished Message: way to solve conflict.

    17. PEERS, MEDIA AND SCHOOLING (Cont’d) Cooperative vs. aggressive modeling: Cooperative: more complex message, easily missed Aggressive: simple and salient Heavy viewers more accepting of violence.

    18. PEERS, MEDIA AND SCHOOLING (Cont’d) Drabman and Thomas (1976) Grade 5s into two groups: Watched detective show (high violence). Watched baseball game (low violence).

    19. PEERS, MEDIA AND SCHOOLING (Cont’d) DV: assigned to watch two younger kids on a monitor and deal with misbehaviour. Also develop perception of society as violent and adjust behavious to fit. “Copy cat” murders.

    20. HUESMAN (1986) Effects: Children learn new ways of aggressing by watching more aggressive models. TV violence weakens the child’s restraints over aggression. Children’s beliefs about the consequences of violence are shaped by the observed consequences.

    21. HUESMAN (1986) (Cont’d) Desensitizes the observer, who habituates to its negative effects. Alters observer’s sense of reality. Leads children to fantasize about their own potential aggressive actions, especially if they identify with aggressor.

    22. STRAGEGIES FOR REGULATING CHILDREN’S TV VIEWING Limit TV viewing. Avoid using TV as a reinforcer. Encourage child appropriate viewing. Explain televised information to children.

    23. STRAGEGIES FOR REGULATING CHILDREN’S TV VIEWING (Cont’d) Link televised content to everyday learning. Model good viewing practices. Use a warm, rational approach to child rearing.

    24. PEERS, MEDIA AND SCHOOLING (Cont’d) TV promotes violence and hostility. Double effect: aggressive kids watch more violence. Computers: benefits, drawbacks Sexism Sexual predators Pornography

    25. PEERS, MEDIA AND SCHOOLING (Cont’d) List benefits for development. School Positive and negative influences from teachers and peers.

    26. PEERS, MEDIA AND SCHOOLING (Cont’d) During school years: increasingly prosocial increased verbal communication rough and tumble play increasing importance of peers role of parents: encouragement and regulation of play materials (e.g. art stuff vs. guns)

    27. PEERS, MEDIA AND SCHOOLING (Cont’d) Traditional classroom: student passive, teacher directive, ruler. Constructivist classroom: students construct their own knowledge (Piaget). Problem: teachers trained traditionally.

    28. PEERS, MEDIA AND SCHOOLING (Cont’d) Smaller size schools more beneficial in every respect. Transition to bigger school can affect academics, social life, self-esteem. Teacher expectations: self-fulfilling prophecy. Poor eating habits, junk food.

    29. Contrast between Asian (collectivistic culture) and Western (individualistic culture) Asians invest more money on education, including teachers’ salaries teachers have high status more emphasis on science and technology due to fewer natural resources emphasize effort over natural ability parents (mothers) spend more time and effort doing homework with the children

    30. Asians (Cont’d) children see doing well as a moral and social responsibility toward parents and community, don’t want to bring shame to them they don’t see doing well as an individual source of glory instruction is higher quality and with more depth the school year is longer teachers spend more time helping individual students after hours 8-hour school day allows for relevant field trips and hands-on activities without sacrificing classroom productive time

    31. Other countries, e.g. Argentina (modelled on European system): all high schools (age 13-18) have a 3-year basic cycle last two years diverge into university preparation (baccalaureate) teaching stream (normal school) trades school-apprenticeship (industrial school)

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