Ed209

ED209 TMA 03 Discuss the similarities and differences between peer to peer and sibling to sibling interactions in different contexts. Consider the developmental implications of such interactions. Social interaction plays a vital role in the general development of children. In particular on the growth of their own sense of self and their perception of how others see them.The way we interact with individuals throughout or lives may be influenced by the relationships formed in our early years. Such interaction include those between the child and his parents as well as those between siblings and peers. Social interaction takes many forms all involving the actions and practices between two or more people towards each other. This essay aims to discuss and compare the interactions of children amongst their peers with sibling interactions. The essay will focus on the similarities and the differences between each form of interaction in different contexts along with the developmental implications. For most children, social development begins with interaction with his mother or primary care-giver, before becoming part of a wider social development network. Therefore, it is often assumed that the child-parent relationship influences future social interactions. This essay will look at the influence both peer to peer and sibling relationships can have on the social development of children. A peer group is a social group of people who share similarities which can include age, background and social status. Such a group is expected to change on a regular basis in the lives of young children as they move up through school years and make new friends. Moving up a year through school will automatically bring about a change in group dynamics as class registers change with the start of a new academic year. In addition to this, new students leave school whilst others arrive. Initial thoughts might place sibling relationships in a more static situation. This would be the case in a standard stereotypical family unit. However, the changes in society mean that many families introduce step-sibling relationships which are usually built in a totally different way. Such relationships often produce a forced interaction they might not normally have to take part in. Sibling relationships can be influential in developing emotional understanding in children. On the other hand, they can also play a part in the development of aggressive behaviour depending on the home environment. It may also be the case that the peer relationships formed in school may also influence relationships in the home. Behaviour observed in school can be repeated and mimicked within the family environment. An extremely positive aspect of peer to peer relationships is that they can lead the formation of friendships, which can sometimes prove to be lifelong. On the other hand, poor relationships and rivalries can be formed. This is supported by Dunn (2004) who suggests that peer to peer interactions can lead on to making both friends and enemies. These relationships can then go on to define leaders and followers.However, within these relationships, children may also experience being part of both of inside and outside groups, an increasingly prevalent feature of society involving gangs. When a child is introduced to other children, either siblings or peers, a natural interaction will occur usually in the form of pretend play. Common themes for such play can be fantasy or socio-dramatic play. Peer to peer and sibling interaction can be either positive or negative as often seen in pretend play situations. Both are capable of determining a balance of power and status. In fantasy play, children learn by trying out new roles and situations. Fantasy play enables children to stretch their imaginations and to try out new vocabulary, concepts and ideas. Socio-dramatic play often reflects the children's observations of interactions within their own family unit. This form of pretend play allows infants to gain an insight into social routines, traditions and practices. The nature of these events in a particular family unit will possibly have an effect in shaping the social lives of the individual child. It is natural for a primary caregiver to nurture and scaffold their child during their first steps into social life. The form this scaffolding takes place must surely play it's part in forming the social skills of the child in later life. These skills learned in the home whilst surrounded by siblings are critical for a child when it comes to making friends and establishing their own status and popularity with their peers. This must be increasingly difficult for an only child who is used to being the centre of things at home and then having to adapt to being one of many children at school. (Winston, 2000). Unless their primary caregivers have an active social life, there are limited opportunities to interact with same or similar aged children. Having the opportunity to grow up with and play along side with siblings enable children to develop the social skills needed to make friends. In the video Zero to Hero, it is clear that Carol does not have the skills to help her children to resolve their differences. The fact that she responds by slapping them seems to have been a behaviour that has been passed on to her son James. Winston goes on to suggest that the experiences James has at home are influencing the way he interacts with others outside the home. Siblings usually spend a lot of time together so it is natural that these relationships have an influence on children's social development. It is common for older siblings to take on more of a guiding role within the relationship (Schaffer, cited in Ding & Littleton, 2005). This promotes a sense of responsibility which should then be present in the child's peer relationships. Children who play together, whether they be siblings or peers, are involved in a complex interaction involving skills such as turn-taking, understanding the other child's point of view, controlling emotions and coping with conflict. Conflicts can be looked upon as negative or positive and can range from gentle sparring and disagreements to teasing and bullying. The way a child responds to conflict can mirror the strategies used by family members within the home. Unlike sibling interaction, peer social interaction is experienced by all children and is to some extent unavoidable. As well as playing, children need to be able to work together in problem solving situations and group activities at school. Such tasks involve collaboration and co-operation and understanding between the children. Unlike sibling interactions, it isn't possible for parents to provide scaffolding as they would in the home. Without the presence of the parents, peers have to rely on their own skills to negotiate social interactions effectively. As Piaget suggests in his four stage cognitive development "children actively construct their understanding of the world based on their own experiences," (www.psychology.about.com). This supports the idea that children learn from observing both family and peer behaviour which often leads to them replicating such behaviour whether it is positive or negative.