Friendships

Social Psychology also focuses on social behaviour, people’s thoughts, feelings friendship and how we interact with other people. A prime example of this is in a study carried out by Brian Bigelow and John La Gaipa [1975] when they carried out a study on children’s friendship. Bigelow and La Gaipa wanted to explore what understanding children had on friendship and how it changed with the children’s age group and of the same sex. Bigelow and La Gaipa began their research by asking a group of children to write an essay in regards to their best friend who had to be of the same sex the children was asked to write what their expectations were from their friend. To enable this research to be conducted Bigelow and La Gaipa completed a list of Twenty

When it comes to investigating friendship, one question that has been raised is ‘what is the role of friendship in the life of a 13 year old?’’. Several sources of data include ethnographic notes taken whilst spending time with a group of friends during school lunch breaks and diary/blog entries etc. Firstly, in this case the researcher would need to carefully consider the strengths and weaknesses of each type of data, for example, when looking at a blog the information/data available is likely to be information that the author wants to share with a wider audience whereas a diary entry is more private. In this case, both documents

In this essay you will read about the many similarities and differences of the study and research of children’s friendships expectations, which were approached by Bigelow and La Gaipa (1975) and William Corsaro (2006). Firstly I will introduce both of the different approaches and methods and I will then later go into the results of their work. I will later go on to talk about the problems with some of the methods and what could have been changed to solve these and lastly the similarities and differences between them both.

Friendship has been researched with different approaches including both quantitative and qualitative types. One of these is ethnographic approach in which the researcher joins the researched group and carries out observation over certain time. This essay will evaluate its contribution to research on friendship focusing on the Corsaro’s (1985 cited in Brownlow, 2012) ethnographic study on children’s friendship. Firstly, focusing on its benefits. Secondly, moving to shortcomings. Finally, it will evaluate it in the context of social sciences’ methodology.

Musatti, T. (1986). Early peer relations: The perspectives of Piaget and Vygotsky. In E. C. Mueller & C. R. Cooper (Eds.), Process and outcome in peer relationships (pp. 25-53). Orlando, FL: Academic

Friendship means different things to different people in different cultures. Friendship is also different from other kinds of relationship such as love, family and professional. The influential power on people’s behaviour, style, ideas and life is dominant and remarkable and therefore worthwhile for scientific investigation. This essay will compare and contrast the academic research of three dominant and pioneer scientists on the development psychology discipline and especially in the field of children’s expectations and children’s understanding of friendship. It will

William Damon is an educator/researcher on psychology and education. In William Damon’s work, he has proposed that children’s friendships are developed in three specific stages. In Level 1, children are about 4-7 years old. During this level children see each other as momentary playmates. During this stage children are all about having fun, with limited perspectives. Children want things their way and do not wish to hear different opinions other than their own. As the child gets older, at the age of 8-10 years old a more profound friendship is formed, this is called Level 2. During this time a child start to build trust and start to think of other rather than just themselves. Children learn the value of sharing and learn how to compromise. Lastly, Level 3 is during the approximate age of 11- 15 years old. During this time, friends are valued the most to a child. This is a more mature stage where children build trustful relationships and a high level of emotional closeness is built. Regardless of age cliques and crowds always develop among children and adults. A clique is a group of member that share common interests, often are of the same gender. The members of the group are often labeled or stereotyped. Crowds are very similar to cliques, both shape the minds of children on how they should act or how they should be. Both add pressure to adolescents under peer pressure such as drinking, smoking, skipping school, or sex in order to fit it. Cliques and crowds develop as a way

Relationships with peers have significant importance in the lives of very young children by allowing them to experiment with roles and relationships and develop social cognitive and

A little girl trusts her mom, a young adolescent has self- concept, a girl listens patiently as her friend expresses his feelings, and two twins share their dolls. This is all an example of the development of positive relationships over time and across any situation to help achieve personal goals in social interaction. The purpose of this paper will explain what a competent adolescent looks like by giving eight socially competent examples, will explain how young children show maturity or immaturity relating to social competence, and give a real life application to this information

Three children were interviewed, two, five year olds who attend the local school, one of whom attended the setting before starting formal education. The third child was three years old and attended the setting at the time of the interviews. The three children were interviewed together, as this was thought to give the children confidence and not to feel inhibited by having a face to face interview alone (Vasquez, 2000). This worked well as the children added to one another's answers and helped keep the conversation on the research topic. Although, as one child was younger than the other two, it was important to remind the older two children of the importance of hearing all of their comments and responses. Semi structured interviews gave the children the opportunity to lead the conversation, although this hindered the researcher to keep a focus on the research topic, it did help the children to relax and not feel pressured, which was deemed more

Differences in childhoods can impact individual’s communication with each other in relationships. At a young age, children tend to play with other children that seem to be of the same gender as them. Both groups of genders have different ways of building a friendship. Tannen says that, “Little girls create and maintain friendships by exchanging secrets” (276). It is important to girls to share secretive things to get closer to one another and to get a mutual understanding. Unlike boys whose bonds are, “based less on talking, more on doing things together” (Tannen 276). Boys do not talk a lot unless the need to prove something. While girls are comfortable about talking about their feelings, boys feel uncomfortable because it is not something they discuss much.

Unit five discusses aspects that relate to intimacy during adolescence. One very important thing I took from the unit is how friendships change during adolescence. When children are asked what are important aspects of friendship they say things such as sharing, helping, and common activities. When adolescents are asked the same question they say sharing, helping, and common activities, but they also add that self-disclosure, common interests, similar attitudes, values, and loyalty. Sullivan says this happens because teenagers desire more intimacy in their friendships than children do (Steinberg, 2014). Therefore, they place a greater weight on that in their friendships.

Kohlberg and his partners (Colby & Kohlberg, 1987) found that working through unpredictable good problems improves good thinking levels of adolescent young people, and Ghosn (2003) battles that youngsters' ethical thinking can correspondingly create when they work through good issues in writing. For instance, The Hundred Dresses said above is a story of a poor migrant kid, who is harassed and taunted by schoolmates. One of the people feels liable, in any case, apprehensive about turning into a casualty of the tormenting takes an interest in 'playing around with Wanda'. Talking about her decisions and what alternatives she may have had, and why what the kids did was wrong, will help youngsters pick up knowledge into good decisions, and what they may do in a comparable circumstance. Comparative exchanges might be raised after kids have perused stories, for example, The Hundred Penny Box, a part book by Sharon Bell Mathis, and The Summer My Father was Ten, a picture book by Pat Brisson. At the point when asked to relate the story occasions to their backgrounds, youngsters' understanding of good decisions will develop. These three stories are suitable for transitional learners as perused resoundingly, and as autonomous perusing for progressed learners matured 10-12.

“See you when I come home,” is what I said as I walked out the door and into my car headed to Grand Valley. I usually say, “see you later” but this was not a see you later, this was a goodbye without saying goodbye. Payton has forcibly been my best friend since birth due to the fact she has lived next door to me for 18 years and for those 18 years we have been inseparable. Without even thinking about biology, she is my sister and my person. To Payton I was her sister and to her family I was their daughter. Ever since I moved away I have felt like I have been missing a part of me but on September 16th, 2017 I got my first tattoo. This tattoo would make me feel like I always had her with me and what would represent the influence this friendship has had on me.

You can’t put a price tag on friendship. That’s the saying at least, but could you?