Running Head: PEER RELATIONS 1

Peer Relations
Melinda Chapple
Child & Adolescent Development EDUC121
Dr. Julie Bilz
November 10, 2013

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Introduction
Peer relations influence children in many ways. Peer groups, friendships, parental
influence, and problem solving are a few of the ways peer relations affect children. Peer
relations change as children develop and can be more influential at different times during
development. School age children are more developed than preschool age children, so
determine how they fit in socially. Once school age children learn which activities they
are most skilled at doing their self-esteem increases, effecting their peer relations.
Peer Groups
Children begin developing peer groups, collectives that generate unique values and
standard for behavior and a social structure of leaders and followers (Berk, 2012). When
a peer group develops, it can be based on similar interests, social status, academic
achievement, and really anything can create a bond that starts a peer group. These groups,
typically, change over extended periods of time as children develop. When peer groups
develop, there is usually a leader in the group who influence the other members. If a
member of the group does something that is undesirable to the rest of the group the whole
group is likely to show disapproval. Peer groups also cause issues with exclusion of
classmate. Whether the exclusion is justified or not this behavior can cause aggression in
children. Aggressive children tend to be drawn to less aggressive children because they
can be in charge. Regardless of these issues, children have a strong desire to fit in with a
group whether right or wrong.
Peer acceptance is based on how well a child is liked or disliked by his or her peers. This
is determined by how one person or group of people feel about a child. A large
percentage of children fall with one of the follow peer acceptance groups: popular
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children, rejected children, controversial children, and neglected children (Berk, 2012).
Popular children receive the most positive responses from their peers while rejected
children receive the most negative responses from their peers. Controversial children
receive both positive and negative responses from their peers. While neglected children
do not receive much attention or responses from their peers (Berk, 2012). Each of these
groups has positive and negative influences on childrens social and personal
development.
Friendship
Friendships develop on a more one on one basis and help children develop trust. A
friendship is a mutually agreed-on relationship in which children like each others
personal qualities and respond to one anothers needs and desires (Berk, 2012). Starting
out children base their friendships on trust and as they develop and experience more,
children base friendships on the lack of trust. Trust based friendships influence stronger
social development as compared to friendships with aggressive children which lead to
negative influences. Children who have friends strengthen their communication and
social skills, cooperation, problem solving, controlling and reacting to their emotions as
well as others (Ferrer-Chancy, Fugate & Radunovich, 2007). Friendships have a large
influence on how children develop socially and personally.
Children who do not develop friendships can experience a negative outcome to social
interactions. Inability to resolve conflict, compromise, not being able to deal with general
social ups and downs, and feelings of social isolation are just a few of the results of not
having friends and learning from the experience of developing friendships. Children who
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are isolated may turn to an undesirable peer group to having the feeling of belonging
causing them to be involved with drug abuse or mischievous conduct (Burton, 2010).
Parental Influences
Parents can influence how children view themselves and their relationships with others.
Parenting styles can increase or decrease a childs self-esteem, which dramatically affects
how children interact with others. For example, when children are allowed to make
decisions with guidance from their parents they are more likely to have a higher self-
esteem and self-worth. However when children has controlling parents, they are more
likely to feel they are inadequate in making decisions which leads to lower self-esteem.
When children have lower self-esteem they are more like to be influenced by a more
aggressive child. (Berk, 2012)
Children also learn some other social skills from their parents and how they view their
parents relationships. When parents are displaying positive relationships children have
role models to follow and understand how relationships should work. Some parents are
less likely to have positive peer group and social interactions causing poor role modeling
for their children. One of the most important things parents can do for their children is to
develop loving, accepting, and respectful relationships with them. These warm
relationships set the stage for all future relationships, help children develop the trust and
self-confidence necessary to go out and meet others, and providing a firm foundation on
which they can develop social skills (Ferrer-Chancy, Fugate & Radunovich, 2007).
Conclusion
Peer relations are a very influential part of a childs life and how they develop into a
young adult. As children grow and learn from peer relations like friendships, peer groups,
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parent relationships and teacher relationships, they develop communication skills,
problem solving skills, and social skills. Peer relations change as the children grow older
and develop. There are many ways peer relations affect children though out their
childhood and into adulthood.



















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Reference List
Berk, L. (2012). Infant, children, and adolescents. (7th ed.). Pearson.
Burton, C. (2010, October 22). Children's peer relationships. Retrieved from
http://www.education.com/reference/article/Ref_Childrens/
Ferrer-Chancy, M., Fugate, A., & Radunovich, H. (2007). The importance of friendship
for school-age children. Department of Family, Youth and Community Sciences,
Florida Cooperative Extension Service, University of Florida, Gainesville, FL,
Retrieved from http://edis.ifas.ufl.edu/fy545