Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks.

By Mary E. Gifford-Smith, Celia A. Brownell. 2003

944 citations recorded by the source corpus.

Abstract This review addresses several areas of contemporary research in children's peer relationships during the elementary and middle school years, with primary foci on children's peer acceptance, the ability to make and maintain friendships, and their participation in larger peer networks. Particular attention is given to research examining the major developments and individual differences in each of these components of children's peer relations, how these different aspects of peer functioning relate to one another, and how they contribute to development more generally, including school adjustment and achievement. Finally, it is argued that children's psychosocial development may be best informed by an integration of these somewhat independent research traditions.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ecb3b03d670c573d9303538a846d7a325778e3f2

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In Social Psychology

Citations in the corpus

Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “…literature review, evidencebased practices The relationships students have with their peers can make important contributions to social and emotional development, promote success in school, and enhance overall quality of life (Gifford-Smith & Brownell, 2003; Rubin, Bukowski, & Laursen, 2009).”
Truly included? A literature study focusing on the social dimension of inclusion in education (2013, background): “For example, recent research among typically developing children suggests that peer acceptance, friendship and social network affiliation make distinct contributions to children's social development (Gifford-Smith and Brownell 2003 ).”
Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality (2020, background): “This can have a negative impact on children and adolescents given the importance of peer contact for well-being [7, 8].”
The Costs of Consumer Culture and the “Cage Within”: The Impact of the Material “Good Life” and “Body Perfect” Ideals on Individuals” Identity and Well-Being (2007, background): “Instead of having “cool” things, developmental research shows that the main reason why children are actually popular with their peers is pro-social behavior (Gifford-Smith and Brownell, 2003).”
The nature of friendship in children with autism spectrum disorders: A systematic review (2014, background): “The components of friendship and its functions continually evolve across the lifespan and are distinct within different age groups (Gilfford-Smith & Brownell, 2003).”
An upward spiral: Bidirectional associations between positive affect and positive aspects of close relationships across the life span (2015, background): “However, it is likely that mutual positive friendships from early childhood to early adolescence are defined by shared PA (Gifford-Smith & Brownell, 2003).”
Social status, gender, classroom climate and bullying among adolescents pupils (2010, background): “The variable Rejection showed significant differences between bullies and neutral (p=.000), and also between neutral and victim pupils (p=.000), but no significant differences were found between bully and victim pupils (p= .069), which is in line with other studies ( Gifford-Smith & Brownell, 2003; ”
Social Context Influences on Children's Rejection by Their Peers (2010, neutral): “Developmental psychology studies suggest that, from an early age, most children choose friends of their same race and gender (Gifford-Smith & Brownell, 2003).”
Aggressive and nonaggressive rejected students : An analysis of their differences (2006, background): “…with research documenting that problems in family functioning are closely linked to later peer acceptance at school (Gaylord et al., 2003; Gifford-Smith & Brownell, 2003; Steinberg & Morris, 2001; Woodward & Fergusson, 1999) and aggression (Demaray & Malecki, 2002; Herrero et al., in…”
Loneliness Across the Life Span (2015, background): “As they age, children become increasingly aware and concerned about being accepted by the peer group, and peer rejection is related to feelings of loneliness in childhood (Gifford-Smith & Brownell, 2003).”
Transformations in adolescent peer networks (2011, background): “Broadening the focus of research on processes in peer networks has provided a more complete picture of the social landscape that children are part of (Gifford-Smith & Brownell, 2003).”