Why Is Play with Siblings and Peers Important free essay sample

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 an d ‘†¦provide children with security and protection and enable them to gain knowledge and acquire skills’ (Schaffer, 2003, p. 13). Peer interactions are reciprocal rather than complementary characterised as being between individuals with similar knowledge and social power involving co-operation and competition. Sibling relationships differ from others and can be particularly intense. The knowledge and power difference is not extreme and siblings sometimes play and communicate on the same level. Dunn and Kendrick (1982) researched pretend play with siblings exploring the idea that elder siblings act as teacher.They identified that younger siblings followed the role-play instructions set by their elder sibling enabling their contribution to the play and enhancing their social skills. Schaffer (1996) supports this view believing sibling relationships can be powerful for influencing development of key social skills ‘on the one hand the older child can act as teacher, guide, and model to the younger; on the other hand, however, both children share interest and competence to a sufficient degree to tackle j ointly the task of social understanding’ (Schaffer, 1996, p. 13). Therefore the nature and features of peer and sibling relationships provide different dimensions to interactions that are potentially powerful for influencing development. To identify the social skills required for peer interaction it is useful to consider Blatchford et al (1990) who undertook a longitudinal study of children’s interactions and play perspectives on the playground. They used self-report data, individually interviewing children at the age of 7, 11 and 16.Blatchford concluded that children have a defined playground culture, which excludes adults and contains features of fighting, racist and sexist teasing. Whitney and Smith (1993), claim that the incidence of bullying and aggression within playground culture is sufficiently widespread to cause serious concern (The Open University, 2005, p. 106). Blatchford argued that these features require children to develop sophisticated social understandings and skills in order to regulate their time without adults (The Open University, 2005, p. 105).Another issue relevant to this debate is that of Smith et al (1999). Who studied ‘play fighting’ and highlighted the fine line between ‘play fighting’ and real fighting. Smith claims that a crucial indication of play is the presence of laughter. Supporting Blatchford’s theory Smith claimed peer cultures set the emotional tone of interactions, acceptable boundaries and ground rules. And suggested that even negative experiences such as dealing with aggression can be useful preparation for adult life (The Open University, 2005, p103). Blatchford’s study is effective because of the methodology used: longitudinal studies allow the same children to be studied over a long period of time; this ensures differences found are not due to individual child differences. Researchers can also investigate if behaviours remain stable over time. One disadvantage can be participant attrition (although this was minimal in this study). This may affect reliability as the remaining sample may be biased in some way. Blatchford’s study is complemented by Pellegrini (2003) who studied the social interaction skills involved in ‘rough and tumble’ play (RT).Like Blatchford, Pellegrini used; observations of play episodes and self-report techniques. The research highlighted the issue of dominance and aggression and that playful interactions change with age. For example: juveniles ‘RT’ play is not related to aggression however, for adolescents males it is related to physical aggression and establishes peer status (Pellegrini, 2003, p. 1522). Playful interactions for children of the same age vary for different groups for example; boys engage with other boys using dominance related to aggression, girls however see it as playful.Further support for this theory can be taken from the work of Dunn (2004) who claims that the skills practiced and acquired in ‘RT’ play during childhood, are utilized in other forms of reciprocal interaction, such as cooperative games, during adolescence. The research method used by Pellegrini is effective because it used self-report data: actually asking children for their views and feelings. Bukowski (2005) argues that peer assessments are highly valid and efficient sources of information. Self-ratings provide unique measures of childrens evaluations of skills, affective states, and exp eriences, as well as their impressions and representations of events and of other people’ (Bukowski, 2005, p. 1). Another issue relevant to the importance of play with peers is the use of language. Fein (1984, pp. 136-7) studied peer interaction: analysing children’s dialogue. His transcription of two boys aged 3 years engaged in fantasy play demonstrates the children engaged in negotiation, tension and avoidance of conflict.It identifies the children switching from one level of representation and mode of communication to another. Goncu (1998) describes the distinction in children’s use of communication within play and communication about play: known as metacommunication. ‘†¦Used effectively, this metacommunication conveys a desire to have fun by playing with representations’ (Goncu, 1998, p. 123-4). Fein used discourse analysis involving a systematic analysis of the children’s spoken word to understand their use of speech. Strength of this technique is that it identified the children’s different levels of communication.A limitation is that it only documents part of the activity; for example it does not convey emotional expressions. Another issue to consider is transcriber bias; Fein may have paid attention to particular aspects of talk within his interest, thus resulting in a selective interpretation ‘transcription is a selective process reflecting theoretical goals and definitions’ (Ochs, 1979, p. 44). The approach does not follow the same principles as traditional scientific approaches and therefore it can be difficult to evaluate research validity (The Open University, 2006).Important contributions to the study of play stress the cognitive rather than biological benefits. Piaget (1986-1980) argued peer contact fosters ‘socio-cognitive conflict’; exposure to conflicting ideas forcing reconsideration of one’s own understanding. He emphasised the importance of symbolic representation and its contribution to socialisation. Vygotsky (1896-1934) believed that play provides opportunities to; use language to learn through role-playing and ‘self-regulating’ behaviour by following rules.He argued that contact with more able others were important for enabling learning beyond current capabilities to a new level of competence. Bruner (1915) stressed the role of play in language acquisition and problem solving. Some researchers claim pretend play features all of these skills. Dunn (2004) has conducted observational studies of children’s joint pretend play and claims that very young children are able to engage in pretend play with their siblings using skills of negotiating; shared meaning and rules. A marker of cognitive development is the development of ‘so-called executive function, i. . the child’s ability to regulate their own behaviour. Executive function is an important skill for resisting impulses, managing emotions and self-discipline’ (Dunn 2004, p. 19). Corsaro’s (1986) study of socio dramatic play and fantasy play complements Dunn’s theory. According to Corsaro, fantasy theme play has very important functions for exploring fears and developing coping strategies, which contributes to children developing interpersonal skills and coping strategies needed in later life. Dunn’s research does not account for gender/cultural differences.Stone (1981) suggests that socio-dramatic play is an ‘anticipatory socialisation’ devise (rehearsal for adulthood); and that evidence suggests in Westernised societies socio-dramatic play is more beneficial for girls (involving domestic themes more characteristic of girls). Stone claims boys are more likely than girls to act out thematic fantasies (Stone, 1981, p. 263). A description of a ‘Law Court’ game involving a group of boys in Malawi acting out their father’s behaviour, demonstrates that boys have the ability to engage in such play (The Open Uni versity, 2005, p. 18). A further study worthy of consideration is taken from ‘Zero to Hero’, which claims that ‘†¦people who are sociable are more likely to be smarter, richer and healthier’. However the documentary shows Calvin who was described as a loner and preferred his own company and despite his lack of social interaction when tested he demonstrated a good understanding of knowing that others think differently, a skill required for future relationships (The Open University, 2006). Play also requires cooperation and collaboration skills.Brownell and Carriger (1999, p. 208) researched this, conducting observations of peer’s aged 18, 24 and 30 months. Their research suggests that peers can collaborate, identify joint goals and alter their behaviour to achieve aims. Dunn (2005) claims; that skills developed in pretend play also feature in problem solving and formal situations such as; school. To demonstrate these viewpoints it is useful to consider the work of Vass (2004, p. 170). She transcribed the dialogue of two 8 year olds attempting to write a pretend story.In her analytic commentary Vass identifies the children engaged in differences of opinion and skills of challenging, reflecting, evaluating and resolving. ‘†¦there is evidence that the resolution of conflicting perspectives and the negotiation and joint development of ideas is important for learning and intellectual development’ (Littleton et al, 2004, p. 111). These studies can be questioned, as they do not account for gender differences. A commonly held assumption is that boy’s interactions are conflictual and girls are cooperative.Maccoby (1999) argues that there is evidence that girls do have disputes however, their discourse during conflicts are different than boys (Maccoby, 1999, p. 109). Sheldon (1992) describes these differences, ‘single-voiced discourse’ does not involve; negotiation, consideration of other views and conflict develops. This discourse is found more frequently in boy’s interactions. Girls frequently use ‘double voiced discourse’ involving negotiation and considering others wishes (Sheldon, 1992, p. 110). Evidence presented appears to demonstrate that play with siblings and peers is a powerful site for fostering social cognitive development.However this cannot be regarded as conclusive; the limitations in research require further consideration; most research of peer and sibling interactions is undertaken in Western industrialised settings. Different cultures hold their own values and beliefs affecting these relationships and interactions. Play can be a gendered experience. Current research focuses on understanding face-to-face interaction, however many children now regularly use technology to communicate. Children create their own culture and research must consider their views and knowledge.