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Extrafamilial InfluencesTelevision, Schools, and Peers
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Title: Extrafamilial InfluencesTelevision, Schools, and Peers
1
Chapter 16
- Extrafamilial Influences-Television, Schools, and
Peers - Dr. Pelaez
2
The Early Window Impacts of Television on
Children and Adolescents
- Now more than 98 of American homes have one or
more TV sets, and children between ages 3 and 11
watch an average of 3 to 4 hours of TV a day.
3
Are increases in television viewing good or bad?
- Children are substituting TV viewing for other
leisure activities. - Moderate amounts of TV viewing do not seem to
negatively impact cognitive, academic, or the
amount of time spent with peers. - A longitudinal study by Anderson and colleagues
(2001) found that children may actually learn
from educational programs. - Potential to do both good harm (depends on what
is being watched and ability to interrupt it).
4
Development of Television Literacy
- A childs age influences television literacy.
- Young children (8 or 9) process TV programs in a
piecemeal fashion. They tend to remember actions
of characters rather than motives of characters,
and may perceive fictional events as accurate
events. - Television literacy dramatically increases in
middle childhood when a child is able to draw
inferences about scenes. - Lack of television literacy increases the
likelihood of a child imitating behaviors see on
TV.
5
Potential Undesirable Effects of TV
- Violence
- The National Television Study reported repeated
acts of overt aggression, and perpetrators who
experienced no remorse or consequences for their
actions was common. - Positive correlation between TV viewing of
violence and hostile/aggressive behaviors of
children. - Reciprocal Relationship (Watching TV violence
increases childrens amount of aggression, which
promotes their fascination with violent TV
shows). - May foster mean-world beliefs (world is a
dangerous and frightening place) and
desensitization (viewing violence may make people
less aroused by it).
6
Potential Undesirable Effects of TV
- Social Stereotypes
- Gender-role stereotyping (traditional vs.
untraditional roles of men and women). - Stereotypes of minorities (Although African
Americans appear more frequently and in more
positive roles than previously, other minorities
are still underrepresented and often portrayed
negatively). - Commercials (may promote potentially harmful
products in a positive light).
7
Effective Strategies for Regulating Childrens
Exposure to Television
8
Television as an Educational Tool
- () Promoting Prosocial Behavior. (e.g. TV.
Programs such as sesame street illustrate the
benefits of prosocial behaviors such as
cooperation, sharing, and comforting distressed
companions). - () Contributor to Cognitive Development. (e.g.
cognitive skills such as counting, recognizing,
and discriminating numbers and letters, ordering
and classifying objects, and solving simple
problems). - (-) Passive Activity (e.g. may replace reading
active learning)
9
Computer-Assisted Instruction (CAI)
- Students tend to do more and enjoy more!
- Guided tutorials in combination with simple
drills are best. - May promote
- 1) Communication Writing (Word Processor)
- 2) Thinking in new ways (Computer Programming)
- 3) Peer Interactions (Collaborative problem
solving)
10
CAI Concerns
- Video games (may promote aggression because
players are actively involved in aggressive acts
and are reinforced for aggressive acts) - Social Inequalities (usage may be more prevalent
in economically stable homes and with boys) - Internet exposure (pornographic web sites, cults,
and hate websites)
11
Schools As a Socialization Agent
- Schools promote academic, social, emotional,
cognitive development. - Effective schools allow for teaching and
application of formal and informal curriculum,
regardless of the students background. - Require qualified teachers and reasonable support
(not just ) - Small class size in primary grades ()
- Larger schools vs. smaller schools
- Ability Tracking (may widen gap between high
low achievers)
12
Effective Schools
- Composition of student body (the more highly
motivated capable students the better) - Goodness of Fit between school student
- Aptitude-treatment interaction (ATI) what is good
for some students isnt good for others. - Consider ability and culture
- Scholastic Atmosphere
- Academic emphasis (clear academic goals)
- Classroom Management (clear expectations)
- Discipline (rules enforced by teachers)
- Teamwork (collaboration of staff)
13
Educational Experiences of Minorities
- Achievement differences.
- Minority parents may be less involved in
sponsored activities. - Minority parenting styles may differ.
- Peer influences (minority peers may not support
devotion to studies) - Teacher expectations (stereotyping)
14
Educating Students with Special Needs
- Education for All Handicapped Children Act (1975)
- Inclusion or mainstreaming (including special
needs students into general ed. classrooms) - Cooperative Learning Methods (all students work
together as a team to complete common goals)
15
Cross-Cultural Comparison
- Asian students have higher achievement.
- American children do just as well on IQ tests and
test of general information. - Asian students spend more time on core academic
subjects, time on tasks, and hours in school than
American students. - Parental student involvement (Asian
commitment) - Shared responsibility (Asians)
16
Peers
- Same-Age Contacts equal status and power
(appreciating others perspectives achieving
common goals) - Mixed Age Contacts imbalance often helps
younger children gain social competencies. - Peer interaction time and gender segregation
increases with age. - Harlows monkey research Freud and Danns
observations of war infants suggest that both
peers and parents have unique influences on
development.
17
Development of Peer Sociability
- Getting along is important too!
- Sociability (willingness to interact seek
approval) - Babies (start interacting during the middle of
the 1st year of life ?) - Preschool years (increasing complexity)
- 1) Nonsocial activity children watch other
play - 2) Parallel Play Children play side by side
- 3) Associative Play Children now share toys
and swap materials - 4) Cooperative Play Children now act out
make believe themes
18
Development of Peer Sociability
- Middle Childhood Adolescence
- Sophistication of play (use of rules)
- Formation of peer groups and cliques
- Influenced by genotypes and parenting
- Parents
- () warm accepting
- () teach model
- () monitor nonintrusively
- () authoritative
- Measured using sociometric techniques (children
may be popular, rejected, neglected,
controversial, or of average status)
19
Factors Related to Childrens Popularity
- Parenting styles (warm sensitive)
- Temperamental characteristics(- irritable,
impulsive passive) - Cognitive Abilities ( role taking skills)
- Attractiveness (beautiful is good)
- Behavior (warm, cooperative, compassionate with
prosocial behavior)
20
Neglected Children
21
Friendships
- lt 8 yrs of age based on common activity
- 8-10 yrs old see friend as psychologically
similar (can be trusted, loyal sensitive) - Adolescents focus on reciprocal emotional
commitments and view friends as imitate
associates who understand them. - Chemistry (friends are more similar than
acquaintances in personality and prosocial
behaviors ? sense of mutuality regard) - Stable, but friendship networks may decrease in
size as children enter adolescence.
22
Advantages of Friends
- Provide security and social support
- Contribute to social problem-solving skills
- Help prepare for adult love relationships
- Quality of friendships matter
23
Parents Peers
- Peers set norms (rules about how group members
should look, dress, think act) - Peer Conformity (Thomas Berndt -1979)
- Peaks _at_ age 15 for antisocial behavior
- May be a sign of developing autonomy
- Similar levels of adolescent misconduct are
consistent across cultures. - Cross-pressures (conflicts created from different
values of parents and peers) tend not to be an
issue. - Parents peers influence different domains.
- Parents influence who their children hang out
with.
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