Compare and contrast the approach to studying children’s friendships taken in the Bigelow and LA Gaipa (1975) study with that taken by William Corsaro. [pic] In early infancy, children’s most important relationships are those with their primary guardians and other family members. Initially, relationships with other children are far less important than those with family members. However the importance of children’s peer relationships develop throughout childhood and by the teenage years most young people tend to use friends as their main bases of social and emotional support. Childhood friendships serve as a training ground for future relationships in which social skills, such as persuasion and resolving conflict, can be developed.
A personality trait has given the team member a vision into every one’s personality through that outcome team can communicate and work together effectively to accomplish tasks. team personalities mostly contain similar score assessment for low, average, and high across the Big Five personality traits signifying that this should be appreciated to group underlying forces It is important to recognize and leverage the unique contributions that each type makes to a team. By understanding the different approaches, strengths and weaknesses of the type, the group can improve performance by influencing team members’ natural strengths. Understanding these types, both of oneself and of others, can help team members open themselves to different perspectives and thus more effectively solve problems, resolve conflicts and improve collaboration and team cohesiveness. ("Jung typology for,"
Donna Whittington This assignment will consist of strategies on how to deal with disagreements between children and young people. The areas I will be covering are negotiation, the restorative justice programme and acknowledging their own feelings and others around them. Dealing with young children can be challenging. Quite often children use physical methods to express their feelings during disagreements. Allowing children to understand and acknowledge their own feelings and others around them helps the child with resolving issues.
Some of the children live with their parents or relatives while the others live with foster parents. Some live in group homes. When Josie was asked about question two and three she began to go into detail which is as follows. Josie would look after the foster kids under her care, she would visit their schools and confer with the teachers about their performances and behaviors. A number of the children may be facing issues involving their emotions and behavior since they are victims of ill-treatment.
Intellectual – moving to a different setting i.e. from nursery into a reception class – it helps if the child visits the setting and meets the people who they will be involved with before moving, allow the child to be involved to help them understand what is going to happen, work closely with other practitioners sharing information about the child. Emotional – change within the home i.e. someone in the family may become ill or die – comfort and reassure the child, work closely with those around them to share information to benefit the child’s feelings and needs, allow them time to come to terms with what has happened and be there for them so they are able to talk about it if they want to, be prepared to seek further support. Physiological – development to the body and health i.e.
The SDQ is a brief behavioural screening questionnaire for children and adolescents that is widely used in CAMHS. The SDA covers many areas which young people may be struggling with on a day- to – day basis. McDougall, Armstrong, Trainer (2010). That tool can be completed by parents, teachers, and youths themselves. The use of structure assessment tool inform decisions about the most effective way to meet the young person’s needs Mitchell (2006) This scale was used however to gain a basic knowledge of outcome whilst not overlooking the family meetings as a measure of outcome.
Another example would be in the pre-school age, when they have ran into someone by accident and hit them, they know they didn’t mean to do it but to still say sorry for hurting a friend. There is another part of learning and that is social learning this is linked with emotional development, being able to control their emotions and being able to to build socially on this. Being able to have empathy for other and seeing if a friend is sad or happy and being able to adjust their behaviour to suit the situation. A child needs to be able to ‘read’ the faces of others to understand what communication is needed for the time. This is when they can communicate with their friend and adults around them to help a person in need or to join in with games for example.
All in all, learning to respect and treat “others just like you would want to be treated.” According to Laurence Steinberg (2011) she would describe this as “mutual role taking- In Selma’s theory, the stage of social perspective taking during which the young adolescent can be an objective third party and can see how the thoughts or actions of one person can affect those of another” (p. 79). Students are engaging in peer interactions during snack time, recreational time, and homework time, which supports the social domain. Steinberg (2011) states that “according to these theorists, adolescents learn how to behave not simply by being reinforced and punished by forces in the environment but also by watching and imitating those around them”
| Closely related to infants' emotional development is their social development; it's through relationships with caregivers and other people that children learn how to apply and use their emotions, expressions, and emotional understanding. Infants begin to develop trust when parents begin to fulfill their needs. Such as changing an infant's nappy when needed, feeding on request and holding them when they cry. Infants cry to express anger, pain and hunger. It is their way of communicating with the world around them.
Social learning theory is about behavior that is learned from the environment through observational learning which could not occur unless cognitive processes are at work. This theory suggests that "humans are active information processors and think about the relationship between their behavior and its consequences". Since this focus group consisted of parents with children, this theory was appropriate to utilize. Generally, children observe the people around them that are behaving in different ways and perceive them as models. Those influential models include parents within the family, TV characters/commercials , friends, and school teachers which provide examples of behavior.