Amazingly, peer group pressure can begin as early as elementary school, a finding that should place teachers and parents on the lookout for children who may be negatively influenced by peers.
University of Maryland researchers say undue group influences, cliquishness and biases can develop at an early age. The research contradicts an older view that conflicts between group loyalty and fairness are not yet part of elementary-school aged children’s everyday interactions.
The study appears in the journal Child Development, and is available online.
The investigators say their work represents a new line of research — what they call “group dynamics of childhood.”
No prior research has investigated what children think about challenging groups that act in ways that are unfair or nontraditional, they noted.
“This is not just an adolescent issue,” said University of Maryland developmental psychologist Dr. Melanie Killen, the study’s lead researcher. “Peer group pressure begins in elementary schools, as early as age nine. It’s what kids actually encounter there on any given day.”
Even at this earlier age, children show moral independence and will stand up to the group, Killen adds. But it is also a setting where the seeds of group prejudices can develop, if not checked.
“Parents and teachers often miss children’s nascent understanding of group dynamics, as well as kids’ willingness to buck to the pressure,” Killen said. “Children begin to figure out the costs and consequences of resisting peer group pressure early. By adolescence, they find it only gets more complicated.”
The emergence of peer groups in elementary school also aids children’s development by providing positive friendships, relationships, and social support, Killen added.
The downsides include the undue influence of a group when it imposes unfair standards, especially on outsiders, or members of “outgroups,” which is what is often created when peers form an “ingroup.”
“Children may need help from adults when they face conflicts between loyalty to the group and fairness to outsiders,” Killen said.
“They may be struggling to ‘do the right thing’ and still stay on good terms with friends in the group, but not know how. If a child shows discomfort and anxiety about spending time with friends, this may signal conflicts in their peer group relationships.”
For the study, researchers conducted extended interviews and surveys with representative groups of fourth- and eighth-graders from a Mid-Atlantic suburban area.
All were from middle income families and reflected U.S. ethnic backgrounds. Investigators probed attitudes on a moral issue – dividing up resources equally for those in and out of the group, and on a question of tradition (group T-shirts).
“We know that children have a sense of fairness very early on in life but soon enough they belong to groups that sometimes want to do something unfair. What do they advocate for, the fairness principle or group loyalty?” the study asks.
Among the findings:
“Overall, these findings show that with age, children can apply their understanding of fairness to social groups, and recognize what makes group dynamics complex,” the study said.
“They know that groups might not like it, but there may be times when standing up to the group is the right thing to do.”
Source: University of Maryland