The Role Of Peer Acceptance On Children 's Books

On the other hand, boys might be more physical and aggressive because it is expected for boys to prove their manliness. They face intense pressure to demonstrate their masculinity front birth. Boys are treated differently while the girls are supposed to be meek and not demonstrate unladylike qualities in public. Unfortunate for boys, the society expectation of aggressive male as seen in sports such as football manifest in violence on and off the field at an early age and other anti-social behaviors

3. Intellectual development: At this age they become less concerned about adult approval and turn instead to their friends. They find security in group acceptance and they follow peer group dress and behaviour.

If you are working with children between the ages of seven and twelve, you will notice that they start to become more self-aware. This can lead to worry about what others think of them. They may make comparisons between themselves and their peers and become self-critical. A positive outcome in this period is that children’s friendships will become more settled within more easily identifiable groups.

Brain Bigelow, John La Gaipa and William Corsaro have both made important contributions into understanding how children interpret “friendship”. Bigelow and La Gaipa carried out one of the first studies from what was a very under researched area. Bill Corsaro, a key figure in childhood studies, was particularly successful in gaining access into young children's worlds which has helped shape a further picture of this somewhat intriguing definition. Brace and Byford (2012)

There are many differences between a boy and a girl. Usually when they are young, the parents let them do what they desire within reason. As they grow older, it is the mother’s assignment to show the daughter how to become a woman, and it is the fathers to show the son how to become a man. In “Boys and Girls”, the narrator is older than her brother. Therefore, she is gratefully doing the son’s duties until he has grown up and matured. “Wait until Laird gets a little bigger, then you’ll have real help.” (775) The lead character did not like this idea at all. She enjoys working with her father out in the yard, and does not want to be a girl, but more a tomboy as a result that she does not have to work in the house. That is why she goes outside during any chance she attains. “I just get my back turned and she runs off. It’s not like I had a girl in the family at all.” (775) During this time period, young children had more freedom than young adults. For this reason, the protagonist is annoyed by her brother because he receives more freedom than she does. Meaning that he can do whatever he pleases, while she is the one taking care of his future responsibilities. “Swinging himself sick on the swing, going

In the early 1970’s little was known regarding children’s friendships. Bigalow and La Gaipa (1975) assessed developmental differences by having grade school children write 480 essays on what they expected of their best friend that was not expected from other

In reflecting we should have made aware of signs for children this behaviour in this situation. Parents and school work well by guiding children in making friends at school which develop positive social skills with good behaviour. Encourage children build friendships they have a range of experience interacting with their peers to practice their social skills. Children need to make friends with a natural It certain children have had many experience sharing with groups of other children outside from home (Poole, Miller & Church, 2003). On the other hand, children can try being the leader and other times they can be the follower. This practice can develop of harmony and times of interact learning which an important part of being a friend for children

Maslin of the New York Times wrote a review saying that, “The kids each representing a different stereotype, come to understand each other. They strike up friendships” (Maslin). Labels and the status quo are things that fade after school and friends go, and that person you always called a misfit and ignored was probably a big

"..the social world of rejected and neglected adolescents is considerably less pleasant. They have fewer friends, engage in social activites less frequently, and have less contact with the opposite sex. They see themseleves... as less popular, and they are more likely to feel lonely" (McElhaney, Antonishak, & Allen, 2008; Woodhouse, Dykas, & Cassidy, 2012).

I wish I had had a friend while growing up, but I did that myself by not wanting any friends. I could have saved myself a lot of suffering simply by trying to fit in at school. I had always told myself, “They don’t know any better. It’s okay.” I didn’t realize how mature my thinking was at the time. From being bullied, I learned how to strengthen myself and repress my feelings. I do not resent any of my classmates from elementary school since I have changed from my childish ways. My childhood taught me how mean children could be. I look forward to raising my own children and showing them the love I had never received in my

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

Mirror, Mirror, on the Wall has a good message for tweens and teens. It tells you to be yourself. No one else is like you so you have to be confident in yourself and you have to be okay with yourself. I compare myself to other people a lot because there are so many influences that have a way to make my brain feel like there’s a certain standard for the way I should look or act. The author of this article, Mark Scharenbroich, gives experiences and examples from his own life that teens can relate to. He’s right when he talks about little kids because when you’re a kid you don’t look at your flaws in the mirror, you just look at what’s there and you don’t think about the quality of it. I also think people compare themselves because someone is

Tannen points out boys style of communication is more competitive arguing over who is the winner opposed to who is the loser, while the girls are less competitive by trying to make suggestions and compromise with others.

As children interact with their environment and the people around them, their linguistic, cognitive, social, and emotional abilities develop further. Through these interactions, children construct knowledge by organizing and classifying the new knowledge based on prior learning experiences (Brown, & Lee, 2012). Vygotsky believed social interactions influence both intellectual and language development, and he identified social interactions as the key method in developing new understandings. Therefore, providing books and reading experiences which include social interactions will enhance literacy development (Traverse, & Traverse, 2008). The purpose of this paper is to explain the importance of possessing knowledge of child developmental theory when selecting appropriate children’s books, and explain why considering language development, social and emotional response, and cognitive ability are important. The paper will conclude with issues and insights regarding Reading Readiness and the impact of gender on book choice.

Social interaction is a complex area of study because of how multifaceted it is. Social stability starts at an early age when the child or adolescent learns how to develop trust, take initiative, and achieve a sense of identity. Erick Erickson is a great example of showing the importance of completing the psychosocial stages of development (Erikson 1994). One can glean how crucial these psychosocial stages are and the support needed around the developing child to meet these checkpoints in their life. Children are incredibly malleable; however, instilling a negative light toward social interaction can affect how they manage their later years. Being aware of the crucial beginning steps of social interaction can set the stage on how one will be throughout their adulthood.