Children's Friendship Expectations: A Cognitive-Developmental Study

Bigelow, Brian J.

doi:10.2307/1128905

Cited by 267 publications

(73 citation statements)

References 15 publications

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“…Although unexpected, this result might be explained by developmental differences in the type of relationship deficits that contribute to children's and adolescents' loneliness (Parkhurst & Hopmeyer, 1999). Elementary school-aged (Grades 3-5) children tend to value peers who share their interests and can provide them with support; thus, not having relationships with peers who serve as helpers, defenders, and companions during social activities may place these youth at risk for loneliness (Bigelow, 1977;Parkhurst & Hopmeyer, 1999). Because social surrogates are hypothesized to serve all of these functions, it is perhaps not surprising that Arbeau et al (2012) found higher levels of social surrogate use to buffer children in this age range from loneliness.…”

Section: Social Surrogate Use and Psychosocial Adjustment During Earlmentioning

confidence: 95%

Social Surrogacy and Adjustment: Exploring the Correlates of Having a “Social Helper” for Shy and Non-Shy Young Adolescents

Markovic

Bowker

2015

The Journal of Genetic Psychology

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A social surrogate is an individual who offers help and comfort in social situations or makes social events more exciting. In this study of 157 young adolescents (55% female; Mage = 13.84 years, SD = 0.75 years), the authors examined whether the linear and curvilinear associations between self-reported social surrogate use and adjustment outcomes (social problems, loneliness, anxiety symptoms, depressive symptoms) varied as a function of shyness and gender, after accounting for the effects of positive friendship quality. Regression analyses revealed that low and high levels of social surrogate use were related to greater social problems for all adolescents. In addition, shyness emerged as a moderator for several curvilinear effects. Specifically, results indicated that (a) high levels of social surrogate use were associated with greater anxiety for adolescents high in shyness; and (b) low levels of social surrogate use were associated with greater depressive symptoms for adolescents low in shyness. Findings highlight the developmental importance of specific types of relationship experiences during early adolescence and point to different implications of social surrogate use for shy and non-shy young adolescents.

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Section: Social Surrogate Use and Psychosocial Adjustment During Earlmentioning

confidence: 95%

Social Surrogacy and Adjustment: Exploring the Correlates of Having a “Social Helper” for Shy and Non-Shy Young Adolescents

Markovic

Bowker

2015

The Journal of Genetic Psychology

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“…Therefore developments in one area influence (and are then subsequently influenced by) developments in other areas. Piaget's work on cognition and its development has inspired the emergence of several theories that see the development of friendship as a staged process, in line with the development of socio-cognitive and emotional aspects (see for example Bigelow, 1977Bigelow, , 1982Damon, 1977;Dunn, 2006;Furman & Bierman, 1983;Laursen & Hartup, 2002;Maguire & Dunn, 1997;Selman & Schultz, 1990). Although some are quite dated, their influence is still considered important.…”

Section: A the Impact Of Socio-emotional And Cognitive Skills On Frimentioning

confidence: 99%

“…They also expressed affection, another trait that is expected to develop later on in the developmental trajectory, according to developmental theories (see for example Bigelow, 1977Bigelow, , 1982Piaget, 1932).…”

Section: Significance Of Findings: Social Competences and The 'Drive'mentioning

confidence: 99%

The ‘space’ of friendship: young children's understandings and expressions of friendship in a reception class

Papadopoulou

2015

Early Child Development and Care

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Biographical noteMarianna Papadopoulou specialises in the area of children's development and learning. Her PhD thesis adopted a holistic approach (Gestalt structure) in order to examine young children's learning dispositions and experiences.As a qualified teacher Dr Papadopoulou started her career in early years settings. Upon completion of her PhD she moved to academia and has developed and taught a number of modules in child development, psychology of education, psychology of adolescence and learning theory.Her research so far has looked at children's learning experiences in both formal and informal settings. She has studied children's evolutionary traits, dispositions and ways of 'intending' towards their world as these are manifested in behaviours and interactions, such as in play and friendships. This is an AcceptedManuscript of an article published by Taylor & Francis in Early Child Development and Care on 19 Dec 2015, available online: http://www.tandfonline.com/10.1080/03004430.2015.1111879 AbstractThe purpose of this study has been to explore young children's understandings and experiences of friendship as these were manifested in children's behaviours, in a reception class setting. Drawing on an evolutionary, ecological framework, friendship is seen as, not only the expression and further development of social understandings and cognitive advances; more than that, making and maintaining friends is seen as an evolutionary trait and a 'drive' to relate to similarly minded others. Through 'niche picking', children select the environments and opportunities that suit them in order to develop their dispositions and individual traits. The research employed a participatory design in order to capture the children's views and experiences. It took place in a reception class setting, where children's everyday experiences were observed and discussed with them. The study identified six themes of analysis and offered some suggestions about creating enabling educational environments that allow the 'space' for niche construction.

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“…Early childhood peer interactions are organized and supervised by adults, and can arise out of convenience (e.g., proximity, parent friendships) rather than factors relevant and valued by children. By middle childhood, children gradually gain social autonomy and begin to select peers with whom they would prefer to associate (Bigelow, 1977). Selected peer groups are typically founded on shared interests, attitudes, and behaviors, such that they value and promote a within-group cultural norm that emphasizes homogeneity (Rodkin, Farmer, Pearl, & Van Acker, 2000) and criticizes nonconformity (Adler, Kless, & Adler, 1992).…”

Section: Activating Peers As Agents Of Changementioning

confidence: 99%

“…Elementary school attendance coincides with a dramatic increase in the amount of time children spend with peers and jumpstarts a period of intensive social learning and growth. In a series of interviews with school-aged youth, Bigelow (1977) outlined how children's expectations for friendship develop over time. Friendships between younger children (ages 7 to 8) were often formed out of convenience and based on the perceived rewards (both material and social) that accompanied interactions.…”

Section: Development Of Social Interactions: Influence Of Age and Gendermentioning

confidence: 99%

Peer-Assisted Social Learning In Urban After-School Programs

Helseth¹

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Children's Friendship Expectations: A Cognitive-Developmental Study

Cited by 267 publications

References 15 publications

Social Surrogacy and Adjustment: Exploring the Correlates of Having a “Social Helper” for Shy and Non-Shy Young Adolescents

Social Surrogacy and Adjustment: Exploring the Correlates of Having a “Social Helper” for Shy and Non-Shy Young Adolescents

The ‘space’ of friendship: young children's understandings and expressions of friendship in a reception class

Peer-Assisted Social Learning In Urban After-School Programs

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