What Effect do Peers have on a Child's Social Development?
edited by Sam Liang [still editing as of 7/1/2014 9:03pm)
Introduction
Friendship
Relationships with peers are of central importance to children throughout childhood and adolescence. Children who enjoy positive relationships with peers experience levels of emotional well-being, beliefs about the self, and values for prosocial forms of behavior and social interaction that are stronger and more adaptive than do children without positive peer relationships. They also tend to be engaged in and even excel at academic tasks more than those who have peer relationship problems (www.education.com).
When compared to their peers without friends, children with reciprocated friendships tend to be more sociable, cooperative, self-confident, independent, emotionally supportive, altruistic and prosocial, and less aggressive. Elementary school and middle school students with friends also tend to earn better grades and score higher on standardize tests, and to be more involved and engaged in school-related activities than those who do not have reciprocated friendships. Children without friends are often more lonely, emotionally distressed, and depressed than children with friends.
Students who have established friendships with classmates also are more likely to enjoy a relatively safe school environment and are less likely to be the targets of peer-directed violence and harassment than their counterparts without friends. This safety net that friends appear to provide each other is critical in that peer-directed violence and harassment is a fairly pervasive problem in U.S. schools and can have an enormous negative impact on students' social and emotional functioning. (www.education.com)
Peer Groups
Adolescent peer groups have been found to be more homogeneous than the student body as a whole on reported frequency of smoking, drinking, drug use, and dating (www.education.com)
Homophily of peer groups has also been found among peers along academic characteristics such as GPA, college aspirations, time on homework, and general engagement in schoolwork. One of the processes that contributes to homophily is socialization, which refers to the tendency of friends to influence similar attributes in each other over time.
Peer Pressure
Beliefs and behaviors that are discouraged or received negatively by the peer group are less likely to be displayed again by an individual. Conversely, beliefs and behaviors that are encouraged or positively received by the peer group are more likely to surface again in the presence of one's peers.
Peer pressure has the capacity to be an extremely negative influence on a child or adolescent. Many studies have documented that children whose friends engage in negative or antisocial activities, such as smoking or using drugs, are much more likely to engage in such behaviors themselves.
Although peer pressure is most frequently used in conversation with a negative connotation, not all peer pressure is negative. Peer pressure is a necessary and important part of development. It helps to socialize children, provide a sense of identity, and can encourage positive behaviors. Peer pressure can encourage children and adolescents to strive for excellence in areas such as sports, theater, and science.
Effects of Peers on Development
As children accumulate increased experiences with other children in their schools, they may identify characteristics shared by, or typical of, their schoolmates, and formulate a set of peer beliefs (Ladd, 1347).
Rejected children tend to have unfavorable views of themselves and their peer acceptance (Ladd, 1348).
Anxiety disorders in adulthood tend to be preceded by a history of self-doubt (Ladd, 1349).
Negative peer beliefs may heighten a sense of alienation from the peer group and reduce one's hope for forming positive relationships in the future, perceptions that are likely to increase feelings of loneliness (Ladd 1349).
Without experiencing close friendships, it will be difficult for children to form optimistic beliefs about the likelihood that peers can be trusted. Distrust and pessimism about peers' social inclinations may engender feelings of loneliness and social alienation (Ladd 1359).
Works Cited
Ladd, G. W., & Troop-Gordon, W. (2003). The Role of Chronic Peer Difficulties in the Development of Children's Psychological Adjustment Problems. Child Development. doi:10.1111/1467-8624.00611
Ryan, A. (n.d.). Peer Relationships | Education.com. Retrieved from http://www.education.com/reference/article/peer-relationships/
Introduction
Friendship
Relationships with peers are of central importance to children throughout childhood and adolescence. Children who enjoy positive relationships with peers experience levels of emotional well-being, beliefs about the self, and values for prosocial forms of behavior and social interaction that are stronger and more adaptive than do children without positive peer relationships. They also tend to be engaged in and even excel at academic tasks more than those who have peer relationship problems (www.education.com).
When compared to their peers without friends, children with reciprocated friendships tend to be more sociable, cooperative, self-confident, independent, emotionally supportive, altruistic and prosocial, and less aggressive. Elementary school and middle school students with friends also tend to earn better grades and score higher on standardize tests, and to be more involved and engaged in school-related activities than those who do not have reciprocated friendships. Children without friends are often more lonely, emotionally distressed, and depressed than children with friends.
Students who have established friendships with classmates also are more likely to enjoy a relatively safe school environment and are less likely to be the targets of peer-directed violence and harassment than their counterparts without friends. This safety net that friends appear to provide each other is critical in that peer-directed violence and harassment is a fairly pervasive problem in U.S. schools and can have an enormous negative impact on students' social and emotional functioning. (www.education.com)
Peer Groups
Adolescent peer groups have been found to be more homogeneous than the student body as a whole on reported frequency of smoking, drinking, drug use, and dating (www.education.com)
Homophily of peer groups has also been found among peers along academic characteristics such as GPA, college aspirations, time on homework, and general engagement in schoolwork. One of the processes that contributes to homophily is socialization, which refers to the tendency of friends to influence similar attributes in each other over time.
Peer Pressure
Beliefs and behaviors that are discouraged or received negatively by the peer group are less likely to be displayed again by an individual. Conversely, beliefs and behaviors that are encouraged or positively received by the peer group are more likely to surface again in the presence of one's peers.
Peer pressure has the capacity to be an extremely negative influence on a child or adolescent. Many studies have documented that children whose friends engage in negative or antisocial activities, such as smoking or using drugs, are much more likely to engage in such behaviors themselves.
Although peer pressure is most frequently used in conversation with a negative connotation, not all peer pressure is negative. Peer pressure is a necessary and important part of development. It helps to socialize children, provide a sense of identity, and can encourage positive behaviors. Peer pressure can encourage children and adolescents to strive for excellence in areas such as sports, theater, and science.
Effects of Peers on Development
As children accumulate increased experiences with other children in their schools, they may identify characteristics shared by, or typical of, their schoolmates, and formulate a set of peer beliefs (Ladd, 1347).
Rejected children tend to have unfavorable views of themselves and their peer acceptance (Ladd, 1348).
Anxiety disorders in adulthood tend to be preceded by a history of self-doubt (Ladd, 1349).
Negative peer beliefs may heighten a sense of alienation from the peer group and reduce one's hope for forming positive relationships in the future, perceptions that are likely to increase feelings of loneliness (Ladd 1349).
Without experiencing close friendships, it will be difficult for children to form optimistic beliefs about the likelihood that peers can be trusted. Distrust and pessimism about peers' social inclinations may engender feelings of loneliness and social alienation (Ladd 1359).
Works Cited
Ladd, G. W., & Troop-Gordon, W. (2003). The Role of Chronic Peer Difficulties in the Development of Children's Psychological Adjustment Problems. Child Development. doi:10.1111/1467-8624.00611
Ryan, A. (n.d.). Peer Relationships | Education.com. Retrieved from http://www.education.com/reference/article/peer-relationships/