1 / 17

Peers, Schools, and Society

Peers, Schools, and Society. By: Sarah Bross, Carly Clock, Jasmine Espino-Muniz, Chelsea Fox, and Emma Sabinske . Peers. Relationships with peers are a top priority of children. These relationships offer: Emotional support Partners for practicing social skills Socialize with one another

deiter
Télécharger la présentation

Peers, Schools, and Society

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Peers, Schools, and Society By: Sarah Bross, Carly Clock, Jasmine Espino-Muniz, Chelsea Fox, and Emma Sabinske

  2. Peers • Relationships with peers are a top priority of children. • These relationships offer: • Emotional support • Partners for practicing social skills • Socialize with one another • Developing a sense of identity • Children who are accepted by peers have higher levels of self-esteem, are happier in school, perform better on academic tasks, exhibit fewer behavior problems, and have better school attendance records.

  3. Activity Time! Complete the “Acceptance Survey” by checking the statements that apply to you. What child were you?

  4. The Bully Project • Over 5 million American kids will be bullied at school, online, on the bus, at home, through their cell phones, and on the streets of their towns. • Bullying is the most common form of violence young people in this country experience.

  5. Activity Time! It’s time to take action. What actions can and should educator, parents, and administration take to limit the frequency of bullying? After discussion, design a public service, anti-bullying campaign.

  6. Friends • Friends are: • Voluntary relationships • Facilitated by similar routines and schedules • Reciprocal • Offer emotional support • Differ depending upon the age of the student

  7. Encouraging Friends What can we do as educators to promote friendships within the classroom? How do strategies change depending upon the age of the students?

  8. Encouraging Friends • Model how children are “good friends” • Provide explicit and implicit instruction on friendship • Read books that demonstrate friendship • Discuss empathy • Generate conflict resolution strategies • Allow children to role-play being a “good friend” and “not a good friend” • Provide numerous opportunities for children to interact with one another (self-selected and group activities) • Limit barriers to social interaction

  9. Earl Childhood & Middle Childhood • Infancy • Engage in social interactions • Early Childhood • Engage in parallel play • Facilitated parents • Middle Childhood • Self-selected peer groups, initially are composed of same-sex friends, but in adolescence often include both sexes • Develop a common culture and socialize one another to adhere to norms • Differences between groups can prompt hostility or rivalry

  10. Middle & Late Adolescence • Less rigid definitions and subscription to the group by late adolescence • Composed of both male and female members, which corresponds to the recognition and desire to form romantic relationships

  11. Cafeteria Cliques • Cliques • Relative stable • 3-9 members • Basises for many voluntary social interactions • Rigid and exclusive boundaries • Contribute to the individual identifying his or her self-concepts and self-worth • Subcultures • Can be larger than a clique • Defined by common values, beliefs, and behavior problems • Gangs • Cohesive social group, that engage in risk-taking behavior • Characterized by initiation rites, distinctive colors, and symbols

  12. Activity Time! In teams of two, draw and describe the identity group’s norms and perceptions of outsiders of the group. These may be stereotypical. Identity groups (1:14)

  13. Schools • Sense of community • How do schools do this? • Mission statements • Scheduled time for collaboration • Feedback from administration • Developed lifeskills and life long guidelines • School wide activities and convocations

  14. Expectations • Both schools and educators hold expectations • Expectations include such things as: • Showing respect for authority figures • Controlling impulses • Following instructions

  15. Classroom Climate How can you promote a healthy school environment? Turn to page 587 of the text. What types of instruction do you remember from school? Impact of educational philosophy?

  16. Check Yourself! • Gangs are always negative. True or False 2. What is a clique? • Your dog and you • Stable friendship groups of 3-9 people • A group that resists a powerful culture by adopting a different way of life • All of the above 3. What are the benefits of friendship? List two.

More Related