Dse 141 – Tma 02
- Submitted by: carri74
- Views: 435
- Category: Other
- Date Submitted: 03/19/2014 04:19 AM
- Pages: 7
- Report this Essay
COMPARE AND CONTRAST HOW CONTENT ANALYSIS AND ETHNOGRAPHIC RESEARCH HAS BEEN USED TO STUDY CHILDREN’S FRIENDSHIP
Before we look at what was discovered in the various studies by psychologists into children’s friendships, we first need to understand what is meant by friendship. Friendship is weird. You pick a human you’ve just met and you’re like ‘yup I like this one’ and you just do stuff with them (Facebook 2014). Aristotle (384-322 BC) once wrote that ‘the excellent person is related to his friend in the same way as he is related to himself, since a friend is just another self, and therefore, just as his own being is choiceworthy for him in the same or similar way’.
Friendships are important in helping children develop emotionally and socially. They provide a training ground for trying out different ways of relating to others. Through interacting with friends, children learn the give and take of social behaviour in general. They learn how to set up rules, how to weigh up alternatives and make decisions when faced with dilemmas. Friendships are not just a luxury; they are a necessity for healthy psychological development. Research shows that children with friends have a greater sense of well-being, better self-esteem and fewer social problems as adults, than individuals without friends. On the other hand, children with friendship problems are more likely than other children to feel lonely, to be victimised by peers, to have problems adjusting to school and to engage in deviant behaviours (Anita Gurian, Alice Pope 2001).
When looking into the studies into childhood friendship by Bigelow and La Gaipa (1975), Gonzalez et al (2004), French et al (2006) and William Corsaro (2006) we will see that friendship is very complex and at times is difficult to understand. Greater attention needs to be given to the manner in which friendships differ from one another. Continuities and changes across major developmental pathways through which friendships go, all contribute to...
Before we look at what was discovered in the various studies by psychologists into children’s friendships, we first need to understand what is meant by friendship. Friendship is weird. You pick a human you’ve just met and you’re like ‘yup I like this one’ and you just do stuff with them (Facebook 2014). Aristotle (384-322 BC) once wrote that ‘the excellent person is related to his friend in the same way as he is related to himself, since a friend is just another self, and therefore, just as his own being is choiceworthy for him in the same or similar way’.
Friendships are important in helping children develop emotionally and socially. They provide a training ground for trying out different ways of relating to others. Through interacting with friends, children learn the give and take of social behaviour in general. They learn how to set up rules, how to weigh up alternatives and make decisions when faced with dilemmas. Friendships are not just a luxury; they are a necessity for healthy psychological development. Research shows that children with friends have a greater sense of well-being, better self-esteem and fewer social problems as adults, than individuals without friends. On the other hand, children with friendship problems are more likely than other children to feel lonely, to be victimised by peers, to have problems adjusting to school and to engage in deviant behaviours (Anita Gurian, Alice Pope 2001).
When looking into the studies into childhood friendship by Bigelow and La Gaipa (1975), Gonzalez et al (2004), French et al (2006) and William Corsaro (2006) we will see that friendship is very complex and at times is difficult to understand. Greater attention needs to be given to the manner in which friendships differ from one another. Continuities and changes across major developmental pathways through which friendships go, all contribute to...