Psychology Dictionary of ArgumentsHome
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| Social relations: Social relations refer to interactions, connections, and associations between individuals or groups in a society, encompassing communication, cooperation, and conflict within a social context. See also Group behavior, Conflicts, Society, Community, Communication._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Educational Psychology on Social Relations - Dictionary of Arguments
Upton I 104 Social relationships/Educational psychology/Upton: It has been estimated that, in middle childhood, 30 per cent of a child’s social interactions involve peers – three times more than in early childhood (Rubin et al., 1998)(1). There is evidence that these school playground experiences have both an educational and a social value for child development (Blatchford et al., 2002)(2). >Socialization, >Social behavior, >Social identity, >Peer relationships, >Stages of development. (…) there is also evidence that the incidence of bullying and aggression in the playground is sufficiently widespread to cause serious concern (e.g. Whitney and Smith, 1993)(3), and racist and sexist teasing and fighting has been observed (e.g. Kelly, 1994(4); Short, 1999)(5). (…) in both the US and the UK, there has been a move to reduce the time allocated for the lunch break in order to tackle unnecessarily aggressive and aimless behaviour, bullying and peer rejection (Blatchford et al., 2002)(2). >Aggression. Solution: Blatchford et al. (2002)(2) suggested that a child-governed break-time culture from which adults are excluded exists in the playground. While this culture is not always a benign one, it is nevertheless extremely important to children, because of the freedom from adults that it affords. The developmental advantage of this is that, without adult intervention, children have to learn to regulate playground gams and space themselves. 1. Rubin, KH, Bukowski, W and Parker, JG (1998) Peer interactions, relationships, and groups, in Eisenberg, N (ed.) Handbook of Child Psychology, Vol. 3: Social, emotional, and personality development (6th edn). New York: Wiley. 2. Blatchford, P, Pellegrini, T, Baines, E and Kentaro, K (2002) Playground Games: Their social context in elementary/junior school. Final report to the Spencer Foundation. Available online at www.breaktime.org.uk/SpencerFinalReportO2.pdf (accessed 10 March 2011). 3. Whitney, I and Smith, PK (1993) A survey of the nature and extent of bullying in junior! middle and secondary schools. Educational Research, 35(1): 3—25. 4. Kelly, E (1994) Racism and sexism in the playground, in Blatchford, P and Sharp, S (eds) Breaktime and the School: Understanding and changing playground behaviour. London: Routledge. 5. Short, G (1999) Children’s grasp of controversial issues, in Woodhead, M, Faulkner, D and Littleton, K (eds) Making Sense of Social Development, London: Routledge._____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Educational Psychology Upton I Penney Upton Developmental Psychology 2011 |
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