Dracula And The Monster-Vanishing Hero Analysis

Why is play with siblings and peers important for children’s development?

Harris (1998) and Pinker (2002) argued that parental influences have been noticeably overstated in terms of their developmental significance upon children. Unlike many ‘traditional’ researchers whom may have considered parental influences to be fundamental to child development, many contemporary researchers, such as; Schaffer, Dunn & Fein, have began to focus their attention much more profoundly upon the developmental significance of child relationships between one another; namely their fellow peers and siblings. The aim of this assignment is to further explore the developmental significance of child interaction, in particular; child’s play, ensuring to
This transcript holds great significance as it demonstrates that ‘play’ induces the need for negotiation in reciprocal relationships. Unlike, complementarily relationships where there is an in-balance of power, resulting in the child naturally having to take the substandard role, in reciprocal relationships both participants share similar knowledge and social power. Therefore, in reciprocal relationships – present in child’s play - there is no parental figure present to protect or feed the child the knowledge needed to acquire the necessary skills. (K.Littleton & D.Miell 2009) Instead, the child has to learn these skills through their own social interaction experiences; as can be seen in the transcript ‘’Dracula and the Monster-Vanishing Hero”. Throughout the transcript there are several examples in which the children learn and practice the skills of negotiation and instruction; this can be seen when they decipher who will play the role of ‘Dracula’ or ‘Hero’. Whilst at first the children negotiate their potential roles
95-120.
Rachel George, John Oates and Clare Wood, 2006, ‘Discourse as Evidence’ in Rachel George, John Oates and Clare Wood, ‘Methods and Skills Handbook’ The Open University, p. 44.
Harris and Pinker (2002), cited in Karen Littleton and Dorothy Miell, 2005, ‘Children’s interactions: siblings and peers in Sharon Ding and Karen Littleton, Children’s personal and Social Development, The Open university, pp.95
Fein, (1944) cited in Karen Littleton and Dorothy Miell, 2005, ‘Children’s interactions: siblings and peers in Sharon Ding and Karen Littleton, Children’s personal and Social Development, The Open university pp100- 104
Vass, (2004) cited in Karen Littleton and Dorothy Miell, 2005, ‘Children’s interactions: siblings and peers in Sharon Ding and Karen Littleton, Children’s personal and Social Development, The Open university pp111-114
Dunn (1988) cited in Karen Littleton and Dorothy Miell, 2005, ‘Children’s interactions: siblings and peers in Sharon Ding and Karen Littleton, Children’s personal and Social Development, The Open university pp115-