C.

Elizabeth Barrette
EDUC 5339 Dr. Kristen Allman
March 16, 2016

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Field Observations Summary
This assignment asks M.Ed. students to conduct field observation research into the
interactions between multiple children in middle childhood (six to eleven years of age). Students
are asked to particularly pay attention to the children's behavior, what they say, and how they
treat each other then reflect on what can be concluded about their relationship. The following
details a fieldwork summary of personal observations and self-reflection regarding using peer
influence as a positive tool in educational settings1.
It is enriching to consider an academic backdrop for this work. Dr. Kathleen S. Berger
includes peer relationships in her list of the highest five needs children have in middle childhood,
noting that families choose schools and neighborhoods with friendly children, then arrange play
dates, group activities, overnights and so on (Berger, 2014, p. 375). Certainly, real estate sales
data echo this finding. Real estate agents report (and statistics support) that area school
characteristics (and, by extension, the people creating these characteristics) are among the top
factors new home buyers consider in making their purchase2. Berger defines peer relationships as
associations that involve partners who negotiate, compromise, share, and defend themselves as
equalsConsequently, children learn social lessons from one another that grown-ups cannot
1 e.g., in the context of lesson or curriculum planning, counseling, developing educational
recommendations, implementing inclusion, etc.
2 Ask any real estate agent to name the best local school district[r]ecognizing the important influence
of peers onchildrens academic future, [parents typically] want to live in a community where most
students plan to attend collegeSome parents use reports of test scores and college attendance rates when
shopping for a new homeand usually get the data from real estate brokers or online servicesSome
might consider real estate agents and websites as the best guide to quality public education in the United
States (Spring, 2015, E-book Chapter 3).

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teach (Berger, 2014, p. 384). Unpacking this further, she highlights the following concerning
peer relationships during middle childhood:

[Most developmentalists agree that] friends enable one another learn to learn both
academic and non-academic (e.g., social) skills;
Friendships become more intense and intimate over the years of middle
childhood;
Gender differences still exist in middle childhood activitiesyet both boys and
girls want best friends and usually find them (Berger, 2014, p. 385).

With this as foundation, the assignment asks graduate students to observe interactions
between several children in the middle childhood age group as described above. The field
observations are conducted with parental consent but not revealed as formal studies to the
subjects. Interviews with parents (one of whom is an elementary school principal) are conducted
orally, as described below, and observations and conclusions are summarized thereafter. Field
observation notes are provided in the Appendix. The discussion closes with a self-reflection
concerning harnessing peer influence as a positive tool in academic environments .
Description of Activities
The primary subjects for this field observation are drawn from two primary sources: 1)
The 2012 online video, Girls talk fashion: 8-year-olds talk style then style themselves (Findley,
2012); and 2) a 7-year-old first grade girls birthday party whose guests included peer-age friends
and adult family members. The honorees parents, mid-thirties in age, are both educators;
Cassandra, a high school English teacher, and Leonard, an elementary school principal. The inperson subjects were observed with a single-blind strategy, i.e., they were unaware I was
studying their behavior. When I later informally asked them questions about their conversations,
activities and plans, I mentioned possibly using some of their remarks in a paper for college
someday. This typically thrilled them; still, I assured them their answers would be held in
confidence and used for this assignment only. The parents were fully informed of all research

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pursuits and, like the children, were advised that they could freely choose to decline answering
any questions without contest or protest.
Interpretation and Analysis
Though conducted informally, analysis of the in-field interviews coupled with key quotes
from the abovementioned video yield telling insights into the value and transitioning nature of
peer relationships within the middle childhood age group. Interactions between the seven- and
eight-year-olds at a midwestern birthday party for a new seven-year-old were replete with shared
confidences, lowered-voice benignly-conspiratorial conversations, and sparkling idea creation.
Enthusiasm abounded and the children in middle childhood often operated more confidently
while in their groupings than while solo. The new seven-year-old spoke with more confidence (a
bit more ego) than I have witnessed in the past. A touch more forthright; more concrete in her
opinions. She loved the attention she received but did not overwork her crowd for it. In the
Girls Talk Fashion video, the first eight-year-old interviewee, Hayden, responds similarly with
well-formed, self-confident opinions about what society thinks she should look like and how to
behave. I know what I like and I know what I feels like me! she says, with no guile and a
bright smile (Findley, 2012). I imagine Hayden and C. H. would get along very well, as likeminded as they appear to be.
My nephew, an elementary school principal (and father to the birthday honoree), concurs.
In a post-celebration interview, he observed,
It is interesting to watch the transition typical first graders make as they
move to second and third grade. In first grade, they typically marvel in
finding themselves capable of more and successful at things they try for
the first time. Those first successes often leave them with a feeling of
Hey, Im really good at this! See what I did? Then, as they age through
elementary school, they discover that others can do the same thing, some

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better and some not as well. So the sense of comparison and competition
begins to emerge. They do become more egocentric, as a rule, yet also
begin to seek out one another for opinions, social interaction, and the like
(Hanson, 2016).
Self-Reflection, Conclusions and Recommendations
Development of strong, solid peer relationships can provide a vital support network in
times of an individuals future challenges. For example, if one of my subjects finds themselves
the target of emotional or physical bullying, they will have a higher resiliency rate if their safety
net of peer relationships is strong. The implications for those of us in educator roles is likewise
enhanced for strong peer relationships may help foster a more supportive school climate with a
larger margin of higher self-esteem; Dr. Berger notes this is integral to significantly reducing
bullying practices (Berger, 2014, p. 387). My nephew agrees. In our informal interview, he
reflected,
Isee a strong connection and place great hope in having peers look out
for one another, particularly in possible bullying scenariosIm mindful
of sensitivity training we often receive as adult professionals. To a certain
extent, we have made inroads along similar paths for increasing awareness
in our middle childhood studentsyet especially forrejected
populations, we can and should create regular active learning opportunities
at this age. Theres an opportunity cost by delaying this until early
teen/middle school years (Hanson, 2016).
I agree and believe time and resources devoted cultivating such opportunities is time well spent.

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Appendix
Peer Relationships Field Observations ~ Notes
(Non-normative/qualitative; adapted using the University of Californias writing guide for field reports 3)

Introduction to the Interviewees: My task for this assignment is to quietly observe the
interactions of the children at this C. H.s birthday party, noting both the positive and negative
interplays that may occur. The information gathered for this study will be used to draw
preliminary conclusions concerning how educators might leverage peer relationships as a tool to
creating more positive experiences in educational settings. Your insights as both educators and
parents related to this topic will be particularly welcomed and useful. The childrens and your
input will be held in confidence and used for this assignment only. Moreover, anyone may
decline answering any questions as desired.
Subjects: C. H. (age: 7 years) ~ female; Kierta A. (age: 8 years) ~ female; L. J. H. (age: 4 years)
~ male
Interviewees: Leonard and Cassandra H. (age: mid-thirties); parents to C. H. and L. J. H.
Date of field study: March 16, 2016
Observations:

Physical setting. An upper middle-class single-family home in rural Wisconsin.

Objects and material culture. [This refers to the presence, placement, and arrangement of objects
that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts
representing the beliefs--values, ideas, attitudes, and assumptions--used by the individuals you are
observing (University of California, 2016)].

All furniture, toys, food items, birthday dcor were consistent with a typical young
childs birthday party. The menu was pizza-casual and the (delicious!) birthday cake
homemadeall at the honorees request. Gifts were generous yet not extravagant and
warmly welcomed by the honoree.

Use of language. The children were active and energetic yet not overwhelming or
boisterous. Parents gave them the freedom to run and cheer from room to room on the
main floor. Language was casual, completely at ease, and fun-filled. There was much
laughter and no (trulyno) peer conflicts.

3 University of California. (2016, March 12). Writing a field report. Retrieved from
http://libguides.usc.edu/writingguide/fieldreport

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Behavior cycles. The girls would from time to time giggle and chat between themselves
but it never seemed overly conspiratorial or secretive. They did not exclude other
partygoers, most particularly, C. H.s younger brother. The only disciplinary event (if it
could be called that) occurred when L. J. H. revealed the identity of one of the wrapped
gifts to C. H. (at her repeated insistence). A mild reprimand from the grandmother (the
giver of the gift in question) was absorbed with respect yet produced no paralysis of
activity or shattering of party spirit.

The order in which events unfold. The birthday party unfolded as follows:
o Gathering of partygoers
o Gift evaluation (Oh wow, what do you think this is? type commentary) and
photo ops
o Pizza baking and conversation: children played indoor games
o Family blessing of food, table and birthday honoree
o Dinner: children and adults casually dined together
o Cake: much deserved ado was made about the delicious homemade cake. After C.
H. blew out her candles, they were relit and L. J. H. was allowed to blow them
out, too. C. H. was good-naturedly teased about the Midwestern farm tradition of
not speaking once a bite of cake was taken (You have to eat under the table if
you do! parents and grandparents intoned in mock seriousness.) All seemed to
enjoy the joke.
o Gift opening: all gifts were received and opened politely, with genuine enthusiasm
o Conversation and playing with new toys: the honoree selected one of her gifts, a
craft item she began with her grandmother. Other children played with various
toys and games in the playroom.
o Interview with Leonard, elementary school principal: informal; in living room
with all adults presentinput was informally given (though some was videotaped
via iPad)

Physical characteristics of subjects. Described above; all were casually dressed.

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Expressive body movements. Expressive body movements supported the language used
in conversation.

Analysis of Observations:

What is the meaning of what you have observed? The family communicate openly and
easily between generations. The new 7-year-old spoke with more confidence (a bit more
ego) than I have witnessed in the past. A touch more forthright; more opinioned. She
included her younger sibling yet easily spent more time with her peers and friends.
During the party, a very loose tooth that she had proudly displayed actually (and finally)
fell out. This was greeted with encouragement and support. She loved the attention but
did not overwork her crowd for it. I did not feel she was overdoing the spotlight upon
herselfand I believe her parents gently have helped keep her balance there.

Why do you think what you observed happened? What evidence do you have for your
reasoning? This is a happy, well-adjusted child, growing into middle childhood. I do see
evidence of more independent thinking and seeking out her peers for comradeship and
support.

Do you see any connections or patterns in what you observed? C. H.s behaviors were
consistent with those of a young person entering middle childhood.

Why did the people you observed proceed with an action in the way that they did? What
are the implications of this? A family tradition of love and belonging. An outside-thenorm factor is that three sets of grandparents were present: the maternal grandparents had
divorced years ago and each remarried. All three sets of grandparents get along very
congenially in a non-forced manner.

Did the stated or implicit objectives of what you were observing match what was
achieved? Yes.

What were the relative merits of the behaviors you observed?

What were the strengths and weaknesses of the observations you recorded? Strengths: I
know the subjects very well and can bring to bear a historical perspective on current
observations; Weaknesses: this was a small, non-everyday event where they key subject
was in a pleasant spotlight. This might not necessarily reflect her day-to-day behavior on
a more normal day (yet, in truth, I feel it actually was rather consistent.)

Do you see connections between what you observed and the findings of similar studies
identified from your review of the literature? Yes, C. H.s behavior is consistent with a

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young girl beginning her entrance into middle childhood. As noted above, multiple
occasions of more independent thinking and seeking out friends who share characteristics
similar to her own occurred yet she remained very attentive and attuned to parental
presence, input and approval.

Have you learned anything from what you observed? I am fascinated at how the factors
discussed by Barber, Berger and the other studies I have referenced were readily evident
during this one event.

Interview Notes:

What is your sense of the characteristics of middle childhood peer relationships? It is

interesting to watch the transition typical first graders make as they move to second and
third grade. In first grade, they typically marvel in finding themselves capable of more
and successful at things they try for the first time. Those first successes often leave them
with a feeling of Hey, Im really good at this! See what I did? Then, as they age
through elementary school, they discover that others can do the same thing, some better
and some not as well. So the sense of comparison and competition begins to emerge.
They do become more egocentric, as a rule, yet also begin to seek out one another for
opinions, social interaction, and the like.

How can we as educators capitalize upon these peer relationship characteristics to

optimize educational environments and opportunities? Honestly? I think we need to start
with the parents! One of my most significant challenges is (I still find this amazing)
tardiesand the requests Im getting from parents to give an unqualified pass to them
when they oversleep or just cant get ourselves together this morning. It is against our
regulations to reverse a recorded tardy but parents will often say, Well, what do you
expect me to do? Im still comparatively young but in my generation, parents placed the
onus of getting to school on time on the students. I am seeing more parents shield their
students from that responsibility. Ive even taken to distributing alarm clocks from time
to time (pardon the pun)! So, addressing shared accountability would be a good thing and
I think peer-to-peer encouragement could be employed to aid that effort. I also see a
strong connection and place great hope in having peers look out for one another,
particularly in possible bullying scenarios.

Do you think positive peer relationships could be channeled towards a more concerted
effort to reach the marginalized, neglected, ignored or shunned students? I sure do. Or I
sure want to think so. Im mindful of sensitivity training we often receive as adult
professionals. To a certain extent, we have made inroads along similar paths for
increasing awareness in our middle childhood studentsyet especially for these rejected

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populations, we can and should create regular active learning opportunities at this age.
Theres an opportunity cost by delaying this until early teen/middle school years.

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References
Barber, C., Ph.D. (2015, June 23). SOE [School of Education] Human Growth
and Development LM7 minilecture. Lecture presented for EDUC 5339
Human Growth and Development in Studio, Houston. Retrieved from
https://www.youtube.com/watch?v=9L4v7vYHZbw
Berger, K. S. (2014). Developing person through the lifespan (Ninth ed.). New York, NY: Worth
Publishers.
Findley, J. (2012). Girls talk fashion: 8-year-olds talk style then style themselves. Retrieved from
https://vimeo.com/42760796
Hanson, L. M. (2016, March 16). Interview with Wisconsin elementary school principal
[Personal interview].
Peer relationships summary notes [Field observation]. (2016, March 12).
Rubin, K. H.; Bowker, J. C.; McDonald, K. L.; & Menzer, M. (2013). Peer relationships in
childhood. In Philip David Selazo (Ed.), The Oxford handbook of developmental
psychology, (Vol. 2, pp. 242-275), New York, NY: Oxford University Press
Spring, J. H., Ph.D. (2015). American education (17th ed.) [Chapter 3].