Why Is Play with Siblings and Peers Important for Children’s Development?
Why is play with siblings and peers important for children’s development?
To provide my answer I will consider the nature and features of sibling and peer interactions and discuss the developmental significance of these relationships. I will draw upon research to support my rationale and explore the limitations of these accounts. I intend to conclude that children’s play is more than ‘A physical or mental leisure activity that is undertaken purely for enjoyment or amusement and has no other objective’ (Play therapy,U.K, 2011).
Throughout history there is evidence of children playing, although the content of play differs across time and space. Puritans disproved of play regarding it as frivolous. In contrast Locke (1632-1704) highlighted its importance believing that if learning was recreational children would develop a desire to be taught. Rousseau (1712-1778) believed teaching through play and learning from peers was more valuable than classroom learning. From an early age many children spend a significant amount of time playing and interacting with siblings and peers. These interactions offer important contexts for development of social understanding. Researchers, such as Harris (1998) and Pinker (2002), argue that parental influence has been exaggerated, as it is primarily the peer group that influences socialization.
There are distinct differences in children’s relationships with adults than those with siblings/peers; they differ considerably in terms of behaviour patterns demonstrated and the balance of knowledge and power. Adults play a powerful role in defining children’s experiences these interactions are distinguished by the complementarity of roles and ‘…provide children with security and protection and enable them to gain knowledge and acquire skills’ (Schaffer, 2003, p.113). Peer interactions are reciprocal rather than complementary characterised as being between individuals with similar knowledge and social power involving co-operation
To provide my answer I will consider the nature and features of sibling and peer interactions and discuss the developmental significance of these relationships. I will draw upon research to support my rationale and explore the limitations of these accounts. I intend to conclude that children’s play is more than ‘A physical or mental leisure activity that is undertaken purely for enjoyment or amusement and has no other objective’ (Play therapy,U.K, 2011).
Throughout history there is evidence of children playing, although the content of play differs across time and space. Puritans disproved of play regarding it as frivolous. In contrast Locke (1632-1704) highlighted its importance believing that if learning was recreational children would develop a desire to be taught. Rousseau (1712-1778) believed teaching through play and learning from peers was more valuable than classroom learning. From an early age many children spend a significant amount of time playing and interacting with siblings and peers. These interactions offer important contexts for development of social understanding. Researchers, such as Harris (1998) and Pinker (2002), argue that parental influence has been exaggerated, as it is primarily the peer group that influences socialization.
There are distinct differences in children’s relationships with adults than those with siblings/peers; they differ considerably in terms of behaviour patterns demonstrated and the balance of knowledge and power. Adults play a powerful role in defining children’s experiences these interactions are distinguished by the complementarity of roles and ‘…provide children with security and protection and enable them to gain knowledge and acquire skills’ (Schaffer, 2003, p.113). Peer interactions are reciprocal rather than complementary characterised as being between individuals with similar knowledge and social power involving co-operation
References: · Blatchford, P., Creeser, R., and Mooney, A. (1990) cited in Littleton, K. and Miell, D. (2005), p.106. · Brownwell, C. A. and Carriger, M.S. (1999) cited in Littleton, K. and Miell, D. (2005), p.119 · Corsaro, W., (1986) cited in Littleton, K. and Miell, D. (2005), p. 117 · Harris, J., (1998) cited in Schaffer. H.R, (2004), Introducing Child Psychology, Oxford, Blackwell · Kellet, M., Forrest, R., Dent, N. and Ward, S. (2004) cited in Littleton, K. and Miell, D. (2005) Littleton, K. and Miell, D. (2005), p.122. · Littleton, K., Miell, D. and Faulkner, D. (2004) cited in Littleton, K. and Miell, D. (2005), p.111. · Littleton, K. and Miell, D. (2005) ‘Children’s interactions: siblings and peers’ in Ding, S. and Littleton, K. (2005) Children’s Personal and Social Development, Oxford, Blackwell/The Open University. · Pellegrini, A. D. (2003