Chapter 11: The Development of Social Relationships



Chapter 11: The Development of Social Relationships

Bee and Boyd 12th edition

Relationships with Parents

Attachment Theory

Note Ainsworth’s definition of affectional bond.

Definition of attachment (security makes this a unique subset of an

affectional bond).

Attachment behaviors (what are they?)

Internal working models (definition)

Note Kirsh & Cassidy’s (1997) summary of the role of these

internal models.

Parents Bond to the Child

Development of Interactive Skill: notion of “dance” of interaction in the

development of synchrony.

Note characteristics of “dance of interaction.”

Practice with a particular infant seems to be a key to forming a bond.

Father-child bonds: fathers seem to spend more time playing with infant—

mothers more caregiving and talking.

Note differences in attachment behaviors typically directed to fathers and

mothers at six months.

May be different “typical” behaviors directed to fathers and mothers in

different cultures

Child’s Attachment to the Parent

Note Bowlby’s three phases in development of babies’attachment to

parents.

Note when fear of strangers and separation anxiety typically first appear.

Child between 8 & 24 months typically turns to mother when frightened or

under stress. There is some relationship between time father spends with child during this time and tendency to turn to him for comfort.

Even in communal childrearing environments, signs of central attachment

are evident, but may be less dominant

Note definition and implications of “goal-directed partnership.”

Note characteristics of Attachment in middle childhood.

Parent-Child Relationships in Adolescence (you can skip)

Variations in the Quality of Attachments: responsible for all of this (291 – 296)

Relationships with Peers

Peer relationships in Infancy and Preschool years.

6 months some positive interest in each other.

14-18 months—some cooperative play, but mostly parallel play.

3 or 4 years prefer to play with peers rather than alone.

3 or 4 more than half of children have at least one mutual friendship (note

characteristics).

Peer Relationships at School Age

Friendships: school-age children develop a collection of reciprocal

friendships. Having best friends seems to be important for children this age. Friendships constitute an opportunity for children to learn how to manage conflict.

Sex Differences in Friendship Quality: By third grade, almost all of

children’s friendships involve others of same sex. Waldrop & Halverson have called boys’ relationships extensive and girls relationships intensive. For girls, emotion management associated with most friends, but for boys skilled emotional management linked to fewer friends.

Social Status: Note similarities and differences between popular, neglected

and rejected children.

Causes and consequences of peer rejection (all of it)

Peer Relationships in Adolescence (you can skip this—300 to 304)

Sibling Relationships:

Pair of preschoolers—ambivalence seems to be the characteristic

Middle childhood—not as central as peers and parents. Sibling

interactions, however, teach a lot about social relationships, especially conflict resolution.

Note the 4 patterns of sibling relationships

identified by researchers.

Behavior with Peers

Prosocial Behavior (all of this)

Aggression (all of this)

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