Initiative and its Impact on Peer Interactions and Cultural Variations
1 Define initiative and explain how it affects peer interactions and varies across cultures.
A sense of competence in children during the primary years refers to their belief and perception that they can successfully master real skills and tasks relevant to their age group (Trawick-Smith, 2014). During the primary years, children acquire a sense of competence through a blend of experiences, feedback, and social interactions. Genuine successes, recognized and appreciated by adults and peers, build their confidence and self-belief. Comparing themselves to peers helps them gauge their abilities, while feedback from various sources shapes their perception of competence. Engaging in tasks and experiencing both success and failure allows them to understand their strengths and areas for improvement. Hire our assignment writing services in case your assignment is devastating you. We offer assignment help with high professionalism.
13.2 Describe the importance of social competence in the preschool years, including the impact of sociometric status and friendships.
Children develop feelings of competence as they assess their abilities and acknowledge strengths and weaknesses. Social acceptance becomes vital as they navigate friendships, feeling either accepted or rejected within their peer circles. Their sense of control evolves as they determine their ability to impact their lives or yield to external forces. Evaluating moral self-worth involves assessing their virtue based on cultural norms and social experiences. These aspects of self-esteem are significantly influenced by cultural factors. For example, certain cultures emphasize family or community success over individual achievements, intertwining personal self-esteem with group accomplishments or family pride (Trawick-Smith, 2014).
13.3 Identify positive and negative social behaviors or characteristics that can emerge in the preschool years.
In preschool, children exhibit positive social behaviors like altruism and empathy and
prosocial actions such as cooperation and sharing, fostering friendships and acceptance among
peers. They also demonstrate assertiveness, standing up for themselves without aggression and
engaging in conflict resolution through discussion. Positive interactions like taking turns and
playing together without aggression promote healthy social engagement. However, negative
social behaviors also emerge, including aggression—both verbal and physical—which can be
reactive or proactive, and bullying, where harm is inflicted without a clear purpose. Some
children struggle with misinterpreting social cues, leading to misunderstandings, and aggressive
modeling from their environment or media exposure might prompt the imitation of aggressive
behavior.
13.4Explain major sources of variation in the social competence of preschool children, including culture, family stressors, and disabilities
In primary years, peer groups and friendships become more fixed and exclusive. Children facing neglect or rejection within their peer groups might struggle to improve their social status. Friendships tend to be enduring and confined to specific circles, with detailed reputations assigned by peers influencing their status within these groups. Cultural background significantly influences social competence, such as in traditional American settings where maternal nurturing impacts children’s perceptions of care. Additionally, certain challenging conditions like emotional disturbances, autism spectrum disorders, and ADHD can profoundly impact children’s peer relationships (Trawick-Smith, 2014), affecting social interactions, communication, and behavior within these relationships.
References
Trawick-Smith, J. (2014). Early childhood development: A multicultural perspective (7th ed.). Pearson. ISBN: 0132868598.
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Question 
After reading chapter 17, respond to the objectives
13.1 Define initiative and explain how it affects peer interactions and varies across cultures.
13.2 Describe the importance of social competence in the preschool years, including the impact of sociometric status and friendships.
Initiative and its Impact on Peer Interactions and Cultural Variations
13.3 Identify positive and negative social behaviors or characteristics that can emerge in the preschool years.
13.4Explain major sources of variation in the social competence of preschool children, including culture, family stressors, and disabilities