Chapter 16: Influences Beyond the Family

1. Chapter 16: Influences Beyond the Family Module 16.1 Peers Module 16.2 Electronic Media Module 16.3 Institutional Influences Children and Their Development, 3/e by Robert Kail

2. 16.1 Peers Development of Peer Interactions Friendship Romantic Relationships Groups Popularity and Rejection

3. Peer interactions become more sophisticated: parallel play, simple social play, and cooperative play Make believe play: reflects cultural values and promotes cognitive development Solitary play: common and normal unless children just wander aimlessly. Parents’ roles include playmate, mediator, and coach Children spend do a variety of activities with friends 16.1 Development of Peer Interactions

4. Activities that Children Do with Friends 16.1: Development of Peer Interactions

5. Based on common interests and liking in children; intimacy and loyalty are more important among adolescents, particularly girls Friends usually alike in age, gender, and race Children with good friends have higher self-esteem, are more likely to act prosocially, and are less likely to be lonely and depressed 16.1 Friendship

6. By end of adolescence, most American teens have had intercourse Sexual activity is influenced by attitudes of peers and parents toward sex Few teens use contraceptives 5% of teens in U.S. identify selves as homosexual Heredity and hormones may influence sexual orientation 16.1 Romantic Relationships

7. Some crowds have higher status When parents emphasized achievement and monitored out-of-school behavior, their children were less likely to be in ‘druggie’ crowd Groups have a dominance hierarchy that may be based on physical power (young boys) or traits that are important to the group (older boys and girls) Groups exert pressure primarily where social standards are fuzzy 16.1 Groups

8. 5 common categories: popular, rejected, controversial, average, neglected Popular children tend to be attractive, smart, and socially skilled (cooperative, friendly, and helpful) Rejected children are socially unskilled (either aggressive or poor self-control), related to parents’ behavior and discipline Rejected are often lonely and dislike school 16.1 Popularity and Rejection

9. 16.2 Electronic Media Television Computers

10. The medium per se has limited impact on children (e.g., TV does not cause less time reading or reduced attention) TV does influence children: increases aggression, but also can teach prosocial behavior and promote cognitive growth Children often ask for items they see advertised on TV and parents usually buy them Children don’t understand persuasive intent and lack of truthfulness in ads until 8 or 9 years 16.2 Television

11. Video games--exposure to violent video games may lead to aggressive behavior Children use the internet for homework, communicating with friends, and entertainment Computers used in schools for tutoring, providing experiential learning (simulations), and achieving traditional academic goals (graphics and word processing) 16.2 Computers

12. 16.3 Institutional Influences Day Care Part-Time Employment Neighborhoods School

13. Children in high-quality day care do not differ from children raised at home by mothers Low-quality day care is related to behavior problems, slower cognitive development, and less readiness for school Some children can care for themselves after school, but many factors must be considered (e.g., child’s maturity, neighborhood safety) and parents must monitor their children’s behavior 16.3 Day Care

14. Majority of high school seniors work part-time When students work more than 15 hours per week during the school year: school performance suffers, mental health and behavioral problems increase, and the sense of affluence is misleading Best when hours are limited, the job allows use of existing skills or teaches new ones, and some of the money is saved 16.3 Part-Time Employment

15. Children more likely to thrive in neighborhoods that are economically advantaged (adults have higher levels of education and income) and stable These neighborhoods have more resources such as good schools and libraries, have adults who monitor children, and do not have parents who live with the chronic stress of poverty 16.3 Neighborhoods

16. Schools are successful when they emphasize academic excellence, are safe and nurturing, involve parents, and monitor progress of students, teachers, and programs Students learn when teachers manage classrooms effectively, are responsible for students’ learning, emphasize mastery of topics, teach actively and pay attention to pacing, and value tutoring and teach techniques for monitoring own learning 16.3 School